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UNIVERSITY OF CALIFORNIA 
COLLEGE OF AGRICULTURE 
AGRICULTURAL EXPERIMENT STATION TUr’ c [ c ' 

ITLINES OF COURSE OF INSTRUCTION IN 
GRICULTURAL NATURE STUDY FOR THE 
RURAL SCHOOLS OF CALIFORNIA 

By O. J. KERN 

Assistant Professor of Agricultural Education 
February, 1923 


The following pages contain suggestive material for the use of 
teachers in the Rural Elementary School or in any elementary school 
in California for that matter. The teacher is urged to make selection 
suitable to her own environment. 

A. The material that follows is grouped under four general topics, 
viz.: 

1. Human Needs, Interests, and Activities. 

2. Plant Life throughout the Year. 

3. Animal Life throughout the Year. 

4. Natural Phenomena and the Inorganic World, and Soil 

Studies. 

B. Since human needs are considered, the physiology and hygiene 
for the first six grades are included in nature study. The instruction 
in physiology and hygiene may be given during the worst weather of 
the winter months, when there is more need of emphasizing the care 
of the body and the observance of health conditions in general. 
Besides, this work lends itself to indoor instruction when weather 
conditions forbid much outdoor work. If desired, an elementary text 
as Health Lessons, The Body in Which We Live, etc., may be used as 
a health reader in the Third, Fourth, Fifth, and Sixth grades. Of 
course for the First and Second grades all instruction in health lessons 
and nature study is oral. 


I. OUTLINES FOR FIRST GRADE 

Children of the First and Second grades want to know their 
environment in a large, general way and are not old enough to be 
interested in minute details. 

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2 UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION W 

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1. Human Needs, Interests, and Activities 

Informal talks with the children about their homes, to make them 
feel at ease in the school and to show them that the school is interested 
in the home life of its pupils. Encourage each child to have a part in 
these conversational lessons, thus giving opportunity for drill in 
correct oral expression on things related to the life of the child. 

The home .—The house and the need of shelter. Materials that 
enter into the construction of the house. Where obtained? Labor 
needed in the construction of the house. Heating ways: lighting, as 



candles, lamps, electric, gas; water in the house. Description of the 
house, rooms with furnishings, conveniences, etc. The surroundings 
of the house, the lawn with its trees, shrubs, vines, and flowers. 
Changes about and in the house because of seasonal changes in 
weather. Health and hygiene of the home. Duties of the various 
members of the household in making the house attractive and com¬ 
fortable. Ideas in cooperation with certain activities. Find out what 
the child does or contributes to this social service. Play activities of 
the children at home; the pleasures of family life, the visits of 
neighbors, etc. 

Food .—A second fundamental need. Have the children name all 
the different foods that come from the garden; from the field; from 
the orchard; from animals; from the store. When harvest and how 
store products of garden, field, and orchard? Provisions for the 
future. Changes in certain articles as wheat into flour, etc., processes, 
where and by whom. Things that cause a shortage of food. Work of 
various members of the household in growing and the preparation 
of food. Duty of the child as an economic factor. Needed articles of 
food—salt, sugar, etc.—not grown or found in the pupil’s locality 
or state. 





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AGRICULTURAL NATURE STUDY OUTLINES 


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Clothing .—A third fundamental human need. Kinds of clothing, 
woolen, linen, cotton, silk, leather, etc., and where each is obtained. 
Uses of clothing. Seasonal changes and adjustments of clothing. 
Talks about clothing and drygoods stores. Preparation of clothing. 
Care and hygiene of clothing. Clothing for indoors and out-of-doors. 
Clothing of primitive people. 

Health lessons .—Any good elementary text in physiologj 7 and 
hygiene will furnish abundant material as the basis of many important 
health talks. Air, food, and water necessary to sustain life. How 
does air become impure? Bad odor in the room, how caused? Need 



of ventilation and how obtained. Work of the lungs. Why keep the 
skin clean? How often bathe? Care of teeth, hair, face, hands, and 
nails. Keeping school materials clean; desks, books, drinking cups, 
etc. Preparation of foods. Best ways of cooking different foods. 
Name foods best suited for the different meals. What constitutes a 
good school lunch? Manner of eating. Various items in houseclean¬ 
ing after the winter or rainy season is over. Cleaning of the yard. 
Children help in housecleaning. 

Seasonal activities .—Character of work on the ranch during the 
dry season, haying, harvesting grain, picking fruits, etc. After 
sufficient rain, the plowing and seeding. The annual pruning of 
orchards and vineyards, why ? The spraying of fruit trees, etc., why ? 
Cultivation of orchards and vineyards, why? Conservation of water 
supply, irrigation. Dust in roads, how controlled ? Special industries 
as canning, pickling, lumbering, etc., in the particular community. 

Institutional life .—Need of a schoolhouse, a church. Human 
activities that cause the need of other public places, such as the store, 




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UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


creamery, blacksmith shop, post office, depot, factory, etc. Value of 
good roads. Emphasize the ideas of interdependence and the spirit 
of service. What things can the children do to make and keep the 
schoolhouse and grounds wholesome and attractive? 

2. Plant Life throughout the Year 

Building up an appreciation of good things on the part of young 
children can be accomplished through the study of nature if the 
teacher has the proper “background ” of appreciation of excellence 
in plant and animal life. The more detailed study must be left to 
the upper grades. Primary children are interested in whole objects 



rather than in parts, and in useful objects rather than those which 
seem to have no direct service. Bailey’s book, The Holy Earth, has 
some excellent chapters for the teacher of nature subjects. See 
chapter, Admiration of Good Materials. 

Fruits .—Have children name different fruits and nuts that grow 
in the district. Name those that have ripened before school opened 
or that are now ripe. If possible let each child bring to school the 
best peach, pear, apple, orange, lemon, walnut, olive, bunch of grapes, 
etc., grown at home. Talk about points of excellence in form, color, 
flavor to develop that “Admiration of Good Materials” mentioned by 
Bailey. The husbandry necessary to produce perfect fruit. 

Fruit trees .—Names of various kinds in the neighborhood. General 
appearance. Do leaves stay on all winter? Watch for the blossoms 
in the proper season. General talk about the care of fruit trees. 
Each child describes his favorite fruit tree at home and tells why the 
tree is a favorite. 

Shade or ornamental trees. —Identification, and items of interest 
about the common ones found around the homes or on the school road. 
Why protect the trees? Color of foliage. 



AGRICULTURAL NATURE STUDY OUTLINES 


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Forest trees. —Names and general appearance of any that may be 
found in the neighborhood. The pine or fir and Christmas stories. 

Wild flowers. —Any wild flowers in blossom during the dry season? 
What came back to life with the rainy season ? After the snow passed 
away? Make a list on the blackboard of a dozen or so of the most 
common wild flowers. Collect seeds of a few to plant. Avoid wanton 
destruction of blossoms. 



Cultivated flowers. —Acquaintance with a few of the most common 
found around the homes as geraniums, nasturtiums, verbenas, morning 
glories, petunias, sweet peas, etc. 

Field plants. —Children name the different plants that are useful 
as wheat, oats, alfalfa, etc. Distinguish a head of wheat from a head 
of oats. Names and identification of two or three noxious plants or 
weeds grown in the fields. 

Garden plants. —Discussion in general terms about the kinds of 
plants grown in the garden, uses, etc. What things helped the plants 
to grow? Who took care of them? Suggestions to children to save a 
few seeds for their own garden next year. Who makes a garden and 
what things are done? 

Thanksgiving Festival. —Good moral teaching to celebrate the 
yearly bounty of garden, field, and orchard. Story of the Puritans. 
Display of best farm products in the school. Arrange exhibits with 
reference to color effects and educational influences. Use of both 
cultivated and wild common products. Make the exhibit a special 







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UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


occasion for the community. All grades of the school must have a 
part in this. There need be no competition or prizes even, simply a 
show for its own sake. 


3. Animal Life throughout the Year 

Common domestic animals. —Name the various animals of pasture 
and barnyard. The pets of the household, poultry, etc. Have children 
talk about care of animals, the service they render in the way of labor, 
food, and pleasure. Emphasize the cow and the hen. Emphasize 
cleanliness of cow-barn and chicken house. Sanitary milk and egg 
production. Create appreciation of the best in animal life. 

Wild animals. —Name such as may be found in the locality, rabbits, 
gophers, deer, bear, etc. Which are injurious to the farmer and how ? 
Means taken for extermination of enemies to plant and animal life on 
the farms. 

Birds. —What birds are present when school opens? What have 
gone? Which come with the rainy season? Which with the opening 
of spring? What ones stay all winter? Make a few simple observa¬ 
tions on two or three of the most common birds during the year. Find 
out what the children already know about birds, create in them a 
desire to know more about bird life, and leave to the other years a 
progressive study of details. 

Insect life. —Interest the children in watching grasshoppers, butter¬ 
flies, bees, etc. Do not make this first year an intensive study in 
economic entomology. Have them know what an insect is, if they do 
not know. Have them know in a general way about two or three 
common insects injurious to garden, field, and orchard. Detailed 
study in later years. 

4. Physical Phenomena and the Inorganic World 

Weather. —Effects of long, dry season, change of season, rain, 
clouds, winds, snow, ice, frost, etc. The weather calendar and use of 
the thermometer. 

The brook. —Action of running water, stones, pebbles, sand, 
erosion, gullevs, etc. 

Soil. —Appearance in dry season and in wet season. Dust, mud. 


AGRICULTURAL NATURE STUDY OUTLINES 


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II. OUTLINES FOR SECOND GRADE 
1. Human Needs, Interests, and Activities 

Summer vacation experiences .—Outings, picnics, fishing trips, 
visits to friends or relatives, etc. Work done by the children about 
the home, in the garden, or in the fields. New things they have learned 
since school closed in the spring. 

Health lessons .—Talks about good articles of food for the various 
meals. Proper breakfast materials, summer and winter, for children, 
as eggs, milk, fruit, cereals. Manners in eating. Thorough chewing 
and proper digestion. The school lunch, character, and how eaten. 
Ways of making the school lunch more hygienic. Duty of the home and 
the school. The muscles. Development through activity, as in work 
and play. Muscular activity and good food and fresh air. The hands 
and nails, why kept clean? Comfortable shoes and frequent bathing 
of the feet, why important? The eye, its importance and care. 
Proper light for reading. Danger in x>oor light. AVhen to use glasses. 
Testing the eyesight. Proper lighting of a schoolroom. Things to be 
observed in the care of the ear. Danger of sudden and loud noises. 
Deafness, cause and inconvenience. The pleasant voice and how 
acquire it. 

Seasonal activities .—Kinds of work performed on the farm 
throughout the year. Children report on practice of farmers in pre¬ 
paring the ground for seeding, setting out trees, for irrigation, etc. 
Preparations for the home garden. Why cultivate the growing crops ? 
What is done with the various crops after they are harvested? What 
did each child do in the various farming operations? 

2. Plant Life throughout the Year 

Garden crops .—Name different plants growing in the garden. 
AVhen was the seed planted? What care has the garden received 
during the summer ? Mention any vegetables in the garden that have 
gone to seed, as radish, lettuce, peas, corn, beans, etc. Gather some 
seed and save for planting in the garden in the spring. Study in 
detail the radish or lettuce plant gone to seed, noting root, stem, 
blossom, seed pods, and seeds. Any vine crops in the garden. During 
winter months arouse interest in the children for the spring garden 
work. Children help to make the window garden in the schoolroom. 
Preparatory talks on the kind of box to hold the soil, the best kind of 


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UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


soil to put into the box, and the best seed to plant with a view to 
transplanting at home. Encourage the idea of the “ school-home 
garden with the possibility of the school exhibit of plants grown at 
home. The “egg shell” garden especially appeals to children of the 
first two grades. Discussion of things that may be planted during 
the rainy season. When rainy season is over or winter has passed, 
discuss, when soil is dry enough to work, how to prepare the seed beds 
for sowing seeds or transplanting from window gardens or egg shell 
gardens. Why transplant? Show how this should be done. Do not 
try to grow too many different kinds. Emphasize one vegetable and 
one flower to be grown by young children at home, the products of 



which, either fruit or blossoms, may be exhibited at school the next 
fall. Suggest tomato or potato for the vegetable and aster or cosmos 
for the flower. Have a good seed catalogue, well illustrated, in the 
schoolroom and examine the pictures of garden vegetables and 
flowers. Children of this grade may plant seeds of gourds or some 
other vines to cover fence or screen outbuildings. 

Field crops .—Have children report the different field crops grown 
in the community. Why grown? Do the farmers grow all their feed 
for their live stock? If not, where do they get it. What is the prin¬ 
cipal cereal? If wheat, corn, or oats, name the different varieties. 
How is each crop harvested? How is it stored away for future use? 
If potatoes are not grown locally, where do people get their supply? 
What grasses, alfalfa, vetch, clover, etc., are grown by the farmers? 
How many families grow sugar corn or pop corn? How many grow 
pumpkins or squash in the fields? Begin to emphasize the value and 
need of a more diversified agriculture so that a community need not 
be dependent upon a single crop. 


AGRICULTURAL NATURE STUDY OUTLINES 


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Fruit crops .—Name different fruits grown in tlie district. Make 
a list on blackboard of fruits of trees, vines, and shrubs, as peaches, 
apples, prunes, oranges, grapes, olives, almonds, raspberry, currants, 
strawberries, etc. How can fruit trees be told apart when there is no 
fruit on them? Have leaves and twigs from different trees in the 
schoolroom. Why are trees and vines pruned? Watch the blossoms 
in the trees. What are the bees doing ? What is one injurious insect 
for each fruit tree ? How is the spraying done ?" What ripens the 
fruit? What labor is required to have good fruit? What is done 



with the fruit when picked? If in a raisin, walnut, or olive district, 
emphasize best methods of preparing crop for the market. Teacher 
should get all possible information from the best growers in the com¬ 
munity. Don’t attempt to bring out all the technical information in 
the primary grades. Leave something for the upper grades. 

Shade and forest trees .—Identify a few of the most important 
shade trees. How tell an acacia from a black walnut ? How tell the 
valley oak from the black oak? What is the principal shade tree in 
the community? How many kinds of eucalyptus grown in the neigh¬ 
borhood ? Do the leaves stay on all the year ? How tell one pine tree 
from another? How many of the trees have blossoms? When does 
each tree blossom? Do they have seeds? If so, collect a few. How 
does the seed of the maple differ from the seed of the oak ? Choose one 
tree to find out all the interesting things possible, as age, height, 
shape, manner of growth, direction of branches, color of leaves, limbs, 
and bark on trunk, the buds, shape of leaf, etc. Notice twigs and 
leaves of two or three other trees in contrast to the one chosen. The 


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UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


forest and what it means to mankind. Lumbering and reforestation. 
How observe Arbor Day in the best way ? Are trees needed on the 
school ground? 

Native shrubs .—Any growing on the mountain side? In the 
canon? Along the streams? In the open? Make a list of the wild 
shrubs in the neighborhood. Study one as to height, character of stem 
and branches, kind of leaf, color of blossom, etc. Can some of these 



hardy native shrubs be transplanted? What are some of the things 
necessary to successfully transplant a shrub, tree or flower ? Does the 
school yard need shrubs and flowers as well as trees? 

Wild flowers .—What wild flowers are in blossom when school 
opens? Put list on board. What ones have gone to seed? Collect a 
few seeds. Some autumn flowers may be used for schoolroom decora¬ 
tion. Teach children how to gather wild flowers—a few for enjoyment 
and not for destruction. Suit the length of the stems to the depth of 
the receptacle. Make artistic bouquets of both autumn and spring 
wild flowers, showing what colors harmonize. Harmony of colors is 
fundamental to the creation of good taste in clothing and household 
furnishings. What wild flowers are revived by the rainy season? 










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What ones blossom after the snow is gone? What ones blossom before 
school closes? Put list on the board. Keep a wild flower calendar. 
Talk briefly about the conditions under which wild flowers grow. 
What is each child’s favorite wild flower? Start a wild flower garden 
in one corner of the school yard. 

Cultivated flowers .—From conversations with pupils make a list 
on the board of all different varieties of cultivated flowers growing 
around the various homes in the district. Find out a few things as 



to their care and value about the home. How many of these varieties 
are found on the school ground? When do these various flowers 
blossom ? Are they grown from seed ? Is it necessary to sow the seed 
every year? If not started from seed, then how? Test observation 
and interest by asking children to watch certain plants for a week 
and report all things of interest they may see. The detailed study 
of any flowering plant, wild or tame, should be left for later years. 

Harvest Festival .—The crowning event in the study of plant life 
during the year should be the exhibition in the schoolroom of the best 
products of the field, orchard, garden, and roadside. This, of course, 
should be participated in by the entire school. Thanksgiving is a 
good time for this expression of appreciation of the earth’s goodness. 





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UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


3. Animal Life throughout the Year 

Common domestic animals .—Name animals on the farm that work 
for us. What does each one do ? What does each animal eat ? How 
are these animals housed? What constitutes a good barn, poultry 
house, etc. ? In what ways is the horse useful ? Why can a horse do 
certain kinds of work better than any other animal? How is a horse 
trained to work? Discuss harness and its fitness for the horse. Men¬ 
tion all the things a horse needs every day. When does a horse need 
special care? In what way? Why do horses need shoes? Discuss 
difference between the horse that pulls a heavy load and the one for 



the light buggy. If possible show pictures of various kinds of horses 
and ponies. In like manner make a somewhat detailed study of the 
dog. Each child to tell why the dog is a friend to man. Tell the 
various ways that a dog is useful on the farm. Show pictures of dogs. 
What does a dog like for food? Watch one eat. Tell how he does it. 
What kind of teeth has he? Children will enjoy some good stories 
of dogs. 

Wild animals .—What wild animals in the community? How do 
they live ? Where do they spend the winter ? What ones are injurious 
to the farmer ? In what ways ? 

Birds .—Make a list on the blackboard of the birds present when 
school opens. How recognize different birds—color, song, size, manner 
of flight, etc. ? What birds stay all winter ? What ones return when 
spring comes? What is the food of birds? Where do they stay at 
night? Name various places where birds build their nests. Watch 



AGRICULTURAL NATURE STUDY OUTLINES 


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them building their nests, feeding the young, and teaching them to 
fly. Keep a bird calendar, noting when each bird is first seen. How 
are birds useful to us? 

Insect life .—Notice any insects found in connection with the 
garden or any plant life studied during the year. Describe them in 
a general way, giving size, color, markings, etc. What are these 
insects called, their common names? What is the food of insects? 
How do they get their food ? Perhaps by observation they may learn 
that insects are grouped into two general classes according to the way 
in which they get their food, viz.: the biting and the sucking. This 
knowledge is necessary in order to use the proper spray to kill the 
injurious insects. Spraying and a more detailed study of the insects 
to be left till the upper grades. 

4. Physical Phenomena and the Inorganic World 

Weather calendar. —This should be kept each month, noting days 
of sunshine or clouds, rain or snow, etc. Temperature, direction of 
wind can be indicated. Also note changes of seasons. Why the days 
grow longer or shorter. What is the longest day? The shortest? 

Sky studies. —Where does the sun rise? Set? What direction is 
the sun from us at noon? What is meant by new moon? First 
quarter? Full moon? Last quarter? How does the moon shine? 
How often do we have full moon? Look at the sky on a clear night. 
What do you see? What is the “Milky Way”? Look for groups of 
bright stars. One group is called the Great Dipper. How many stars 
in this group ? Can you see the two stars called the ‘ ‘ pointers ” ? To 
what do they point ? Why is it important to know the North Star ? 

Rain. —What is it? How caused? What good does the rain do? 
What damage at times? How are clouds formed? What is a fog? 
How do hail and snow differ from rain ? How many inches of rainfall 
in your district? What is a rainbow? Tell about the colors. Does 
the snow ever fall in your part of the state ? If so, how deep does it 
get at times ? What good do you think the snow does ? 

The brook. —Appearance during the dry season. What change 
after the rain has fallen for a few days ? Where does this particular 
brook have its beginning? Its end? In what ways is the brook a 
busy worker ? Under what conditions does it do the most work ? The 
least work? What causes the difference in the color of the water? 
Are there any small stones or pebbles in the brook ? Are they rough 
or smooth ? Why ? Bring out the thought of running water as a force 
in soil formation. Watch a section of the brook during one rainy 
season and report changes in appearance. 


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14 UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


III. OUTLINES FOE THE THIRD GRADE 

Pupils of the Intermediate grades, the Third, Fourth, Fifth, and 
Sixth want to know more details. 

1. Human Needs, Interests, and Activities 

Seasonal activities. —First, harvesting. When school opens dis¬ 
cuss somewhat in detail the work that is being carried on to harvest 
the crops of field, orchard, and garden. How does the yield compare 
with last year? How are prices? Any scarcity of labor? What is 






the olive crop worth in your district? Or the orange? The apple? 
Or whatever is the special crop ? If only one crop is raised in a com¬ 
munity, what would likely be the result if that crop should fail? 
AVhat is a diversified crop system? What are its benefits? What is 
the last thing to be harvested in the fall? The first in the spring? 
What part do the children have in the harvesting process? In field 
crops take wheat or alfalfa and discuss the best methods in the 
preparation of the seed bed. Have children observe practices of best 
farmers. How deep should the planting be? Why? The work to be 
done preparatory to setting out an orchard or a vineyard? Third, 
miscellaneous activities as pruning, spraying, care of livestock, 
poultry, etc. In a measure better methods of work on the farm can 




AGRICULTURAL NATURE STUDY OUTLINES 


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be emphasized, but the chief purpose is to magnify the importance of 
the farmer’s work and to dignify honest toil in general. More detailed 
instruction and observation, of course, are left for the Seventh and 
Eighth grades. 

Seasonal needs .—Changes in weather related to human comfort as 
to food, clothing, and shelter. Contrast requirements in July w T ith 
those in December. The wisdom of ‘‘looking ahead’ 7 on the farm. 
Reasons why the farmer should plan for six months or a year in 
advance. Storage of food. 

Social interests .—The year’s picnics, excursions, fishing trips, fairs, 
parties, patriotic celebrations, etc. What is the school doing to develop 
the social idea? Play on the school ground, social value. Meetings in 
the schoolhouse, their community value. Discussion of various insti¬ 
tutions and organizations that are helping to give a better community 
life. Is there a rural church, a grange, a farm bureau in the district ? 
Find out if possible their programs of work. 

* Health needs .—Hygiene for the individual in the school and home 
and for the community at large. Refer to books on physiology for 
topics with reference to breathing, ventilation, the five senses, and 
first aid. Discussion of contents of some one bulletin from State 
Board of Health as to drainage or water supply, or the fly or the 
mosquito. Do not attempt to cover the whole field of rural sanitation 
in this grade. Leave a few matters for the upper grades. Select some 
one phase and do as thorough work as is possible, considering always 
the capacity of the ones taught. 

2. Plant Life throughout the Year 

Garden studies .—Each child make a list of all vegetables grown 
in the home garden. When were the seeds planted? Who helped in 
the summer garden work? What is the fall appearance of the home 
or school garden? Name vegetables that have been used or that are 
now ready for use. The same with flowers. What parts of vegetables 
are used for food? What ones are being stored for future use? Where 
and how? What seeds are collected for spring planting? What vege¬ 
tables remain in the garden during the winter or rainy season? 
Discuss preparations for garden work in the spring. If not possible 
to have a little plot on the school grounds, encourage the home garden. 
In either case have a window garden in the schoolroom. Plant a few 
quick growing vegetables, as radish, bean, pea, to observe germination 
and growth. Have a flower box with geranium slips and nasturtium 
seed for a beginning. Plan for a school exhibit next year. 


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UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


The Tomato .—Why a good plant for detailed study ? In what ways 
valuable as food f Inspection of growing plant in garden with pupils, 
if possible. Questions on board for children to answer if not possible 
to inspect growing plant. Position of growing plant. Stems and 
general character of growth contrasted with other plants. Look for 
flower, color, different parts. Where is the flower found ? What part 
stays on to make the fruit we eat? Name of this part? Have three 
or four ripe and green tomatoes of choice varieties in the schoolroom 
to study characteristics that make a good tomato. 



The Morning Glory .—Begin to emphasize the climbing plants, their 
value about home and school and interesting points in their manner of 
growth. Children report all kinds of climbing plants they can think 
of. Take one, as the morning glory, for a type study. How can it 
grow so high? What kind of stem has it? How does it hold on to 
things? Look at the leaves, telling how many on a stem and where 
do they grow? Why is this a good vine about our homes? Note the 
position of flowers. Where do the blossoms open? What does the 
bud look like? When does the morning glory begin to bloom? 

Wild Morning Glory or Bindweed .—This is a very noxious weed. 
Certain phases of this plant may be reserved for study in higher 
grades. But in connection with the study of the tame morning glory 
certain points of resemblance may be noted in the wild morning glory. 



AGRICULTURAL NATURE STUDY OUTLINES 


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The Thistle .—Where do they grow? Are they alone or several 
together? How are the leaves arranged on the stem? Are they 
smooth or hairy on one side or on both sides? Where are the spines, 
around the margin of leaves or on the ribs and veins? Look at the 
edges of the leaves and tell what you see. How does the flower grow? 
Which open first, those at the top of the stalk or those lowest on the 
stalk? Do the row of flowers at the outer edge of the head open first 
or those at the center? Color of blossom? Any fragrance? What 
insects visit the thistle blossom ? How are the flower heads protected ? 
Carefully cut away the protection and note how the seeds are placed. 
Count the number of seeds in one head. Tell all that you can see 
about one seed. 



Wild flowers .—Enumerate the wild flowers of the district or 
vicinity that are going to seed when school opens; those that are in 
blossom during the autumn months. What are the prevailing colors 
of the autumn wild flowers ? Of those that blossom during the spring ? 
Collect wild flower seed for spring garden work. In fall and spring 
have wild flowers in the schoolroom (the blossoms). Teach pupils to 
collect a few only of each kind with as long stems as possible. Arrange 
in artistic mass effect in simple flower holders. Teach harmony of 
color. The same will apply, of course, to cultivated flowers. 

Nut trees .—Name all trees of orchard or forest whose nuts ripen 
in the fall. Have children appreciate the life and work of trees in 
general and the special value of nut trees for ornamentation and 
food. Bring samples of various nuts to school. If oak trees are near, 
bring in leaves as well as acorns. If the black walnut is available, 
make a special study of it. Put a few questions to stimulate observa¬ 
tion on the board and ask children to find the answers from observing 


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UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


some walnut tree. Is the tree tall or short? Bark rough or smooth? 
Anything peculiar about the furrows in the bark? Are the branches 
near the ground? Are they large or small? Is the bark on the 
branches of same color as that on the trunk? Watch in the spring 
to see if there are any flowers on the walnut tree. Is the wood of the 
walnut tree good for anything? Where do you find the nuts on the 
walnut tree ? Do the nuts fall before the leaves ? Describe a walnut. 
Where is the real seed that grows to make another walnut tree? 
Take a few twigs indoors for observation. Look for tiny buds for 
next spring, leaf scars, and rings showing the year’s growth. Notice 
the kind of leaves the walnut has. If the black walnut is not in the 
neighborhood, then take some other nut tree. 



Seed germination .—With the coming of seeding time in the 
locality, whether for garden or farm crops, the attention of the 
children should be called to the planting of seeds. What is a seed ? 
What kinds are planted? Name all garden seeds that are usually 
planted at the close of the rainy season or the passing of the snow. 
Teach the necessary conditions to grow seed, if in soil, the soil must 
be warm, moist—not wet—sunshine and air. 

Radish seed .—Plant some in moist sand in a shallow box, keep 
moderately moist and warm, and dig up two or three from day to day 
to watch changes. Plant enough and have the box large enough so 
that several plants may make some growth. Or place seed between 
folds of damp cloth or blotting paper laid on a plate or saucer. Put 
in a warm place and watch the seed-leaves and rootlets put forth. 
As soon as the shell opens, note how the seed-leaves or cotyledons are 
folded. Describe all you see. What is the appearance of the root ? A 
further detailed study of the grown radish is left for an upper grade. 

The Pea .—Allow a quantity of peas to stand in water for a day. 
Compare a soaked pea with a dry one. How do they differ and what 


AGRICULTURAL NATURE STUDY OUTLINES 


19 


has caused the change? Place a few dry ones in moist soil and see 
what would happen. Remove covering from soaked seed. This is seed 
coat. Note two thick pieces called cotyledons. What holds the 
cotyledons together? Discuss conditions necessary to grow garden 
peas successfully. Encourage each child to prepare a small bed at 
home and plant some peas. Discuss value of peas as food. A lesson 
on the sweet peas may be given in connection with the study of 
common peas. Teach the soil conditions best for growth of sweet peas. 
If possible, plant some on the school ground. Each child should be 
encouraged to grow some at home. 

The Autumn Festival. —Before school closes for the year discuss 
plans for the coming school fair. Get the cooperation of the parents 
during the summer vacation. Appoint the necessary committees. 
Urge each child and adult to exhibit the best specimens of whatever 
they have grown. 



3. Animal Life throughout the Year 

Insect life .—What butterflies are seen during the first two weeks 
of school. How do insects get ready for winter ? Have children watch 
for catterpillars. Give all items of interest about them. How many 
feet? Color of head? How do they eat? AVhat is their food? Put 
some in a pasteboard box and feed them. Watch for cocoons. Cut 
open one cocoon. What is on the inside? AVhat insects are busy at 
work in the garden? AVatch for spiders. Find a spider’s web and 
report about it. AVhat insects appear first in the spring? AVhere 
found ? AVhat ones are destructive to fruit orchards ? How are they 
removed? Have pupils see the difference between a biting insect and 
a sucking insect. Methods of control with reference to manner of 
getting food. 

Bird life .—What birds remain all the year? AVhat birds destroy 
insects and worms on trees? How many have seen a woodpecker? 


20 UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 

"Watch work and movements and report. Make a special study of the 
English sparrow if there be one in the vicinity; where it stays, feeds, 
disposition, etc. Try to identify different birds by their manner of 
flight. What is the food of birds during the winter time? Observa¬ 
tions on nest building and care of the young. Make a bird calendar. 

Domestic animals. —Review work and worth of the common 
domestic animals on the farm as outlined in second year. The Cat, 
why have one about the house? What is its food? What does it do? 
Describe eyes, ears, claws, etc. What are its whiskers ? What are the 
wild relatives of the cat? Who has a Dog at home? Of what use is 
he ? Tell about his care, habits, wild relatives, etc. General study of 
Hen. Where do they make their nests? Eggs, sizes and colors. 
Setting a hen. Chickens, their food, care and enemies. Simple re¬ 
quirements of a good poultry house. Its care. Shelter for farm 
animals. 

Wild animals. —Name all found in the vicinity. What ones are 
injuries to cultivated crops? In what way? How exterminated? 
Make a special study of the squirrel or rabbit, food, manner of life, 
appearance, value, etc. 

4. Physical Phenomena and the Inorganic World 

Weather and temperature. —Study of the thermometer, its uses, 
and how it works. Use of mercury and alcohol. Place thermometer 
in various parts of the room and note the readings. Put a weather 
calendar on the board and on it record daily temperature of outside 
air from readings of thermometer hung on the outside of the school- 
house for a few minutes. What is temperature ? What makes weather ? 

The Moon. —Appearance when it is full. Difference in appear¬ 
ance between the new moon and the full moon and w T hv. Where does 
the new moon rise and where does it set? Does moon rise earlier or 
later on succeeding nights? How does the moon give light? Discuss 
various phases of the moon. 

Seasons and rainfall. —Review all previous work with reference to 
change of seasons; causes of rain, value of rain. What are snow and 
ice and how caused? 

Physical phenomena. —Burning of wood and coal; kerosene lamp; 
evaporation of water; wind as a drying agency on mud, etc.; cloudy 
days and nights contrasted with clear days and nights. Frost and 
its effects upon plant life; insect life. Effect of cold weather upon 
children. 

Brook and soil. —Review all previous instruction regarding the 
work of the brook and how soil is made. 



AGRICULTURAL NATURE STUDY OUTLINES 


21 


IV. OUTLINES FOR THE FOURTH GRADE 

1. Human Needs, Interests, and Activities 

Seasonal activities .—Review in general as given in previous grades. 
Take some one field crop as barley, wheat, or alfalfa and make a 
detailed study of processes and operations in raising the crop from 
the preparation of the soil to the final marketing of the crop. 

Seasonal needs .—Review in general as given in previous grades. 
Take some one need, as clothing, or shelter, and have children find out 
just how this need may be supplied—factors, materials, labor, etc. 



Social interests .—The year’s recreation activities. Plans and pro¬ 
grams. Social and educational values. Games and play on the school 
grounds. Participation of children and relation of experiences. What 
institutions in the community are helping to give a richer social 
content to neighborhood life. 

Health needs .—Hygiene for the school and home and community. 
Personal responsibility of pupils. Refer to some good elementary 
text on physiology for material and rules for the promotion of good 
health. Good and bad teeth and their relation to health. Structure 
and care of the teeth. Use of teeth. Use of the toothbrush. Work 
of the dentist. Muscles, uses, movements, etc. Bones and their 
relation to muscles. Good positions of the body. Value of good 
habits in posture of body while young. Value and necessity of exer¬ 
cise. A health reader on the above topics may be used in class. Do 
good, thorough work in this connection. 




22 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 



2. Plant Life throughout the Year 

Garden studies .—This is a necessary topic for every grade. Review 
studies of previous grades and get a new point of view of some more 
or less familiar phases of garden interest. How does the garden com¬ 
pare with previous years? What things of special interest during 
this year? Plans for home and school gardens. Study of seed cata¬ 
logues. Mistakes made last year and measures to avoid them this 
year. Grow several varieties of radish and lettuce to determine the 
most desirable. Make out a list of vegetables to be planted for the 
school exhibit. 

Sweet Corn .—Examine seed. Discuss preparation of soil and best 
time to plant. Watch growth and report when tassel appears; when 
the silk appears; height of stem, thickness, size of leaves, etc. Number 
of ears on stalk. Compare with pop corn or field corn, if any is 
grown in the district. Uses of sweet corn. Why used as human food? 
Discuss canning of sweet corn. Tell all the things that must be done 
from the time the kernels are planted to the time when the cans are 
shipped away. Damage done by the corn ear worm. 

Sunflower .—Study entire plant as it is growing. Have pupils tell 
all they see. Go into details as to height, color, character of stem, 
leaf, flower. Look carefully at sunflower head at different stages of 
growth. Is the flower one or many? A small flower is called what? 
Each produces what? How many seeds in a head? Color and various 
uses of seeds? Where on the head do the seeds ripen first? Watch 
the bees on the sunflower head. What do they want and what are 
they doing? 

Bulbs .—Have a bulb garden on the school ground, if possible. 
Consult seed catalogue as to best time and methods of setting bulbs 
out. Tulips, narcissus, daffodils, and crocuses are good. Who in the 
community has been especially successful in bulb gardening at home? 
Have children find out how success was obtained. Factors in success 
as proper location of bulb bed; character of soil; preparation of soil; 
use of well rotted manure; depth of planting, etc. The indoor bulb 
garden. Bulbs planted in boxes, pots or tin cans for blooming. 

Nasturtium .—Study of flower, stem, leaves, and seed. Teach 
calyx—number of parts, peculiarities, etc.; corolla—number of 
petals, markings, nectar guides, and spur; shape of lower petals, 
etc. Position of stamens when flower first opens. Length of fila¬ 
ments. Number of stamens. Anther or pollen boxes. How manv 
open at a time? The pistil and stigma. Where is the seed box? 





AGRICULTURAL NATURE STUDY OUTLINES 


23 


Changes in its appearance. Number of seeds. Color, etc. Pupils 
should be interested to study blossoms of the nasturtium at home to 
see how the insects carry pollen from one flower to another. Notice 
the special arrangement of the pistil and stamens to encourage cross¬ 



pollination. How do the flowers stand on the stem? AVhy? Study 
of characteristics of stem and leaves. How does the stem manage to 
climb? Interesting facts about the nasturtium. Why a favorite 
about the home? 



Onion .—Have children bring into the schoolroom a few large 
onions. What is an onion? Examine both ends and discuss appear¬ 
ance. Outside covering of onion. AVhat is its use? Cut onion open 
and notice layers. What are they? Testing of onion seed. Notice 
parts of seeds when germinated. Watch growth and report. Growing 






24 UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 

onions in the garden. Kind of soil needed, preparation of the seed 
bed. Various ways of growing onions. Onions for summer use; for 
winter use. Cultivation of onions. Study catalogue for culture hints 
and commercial importance of the onion crop. 

Wild flowers .—Review in a general way the studies given in pre¬ 
vious grades. Make a special study of the California Poppy. Study 
parts as in case of the nasturtium. Kind of root, stem, leaves, flower, 
bud, blossom, parts of seed, pod, etc. Why a favorite flower? Have 
children discuss why wild flowers can send up blossoms so early in 
the spring or after the rainy season has opened. 



Weeds .—What is a weed? Ways in which weeds are an injury. 
What are the common weeds of the community? See list on another 
page. Take one very common weed and find out about its root, 
wdiether a deep-boring tap root; or a tassel-like root of many fibers 
also boring deep; or a spreading, manv-branched but shallow-grow¬ 
ing; or a creeping root-stock with underground buds. Stem round, 
angled, or grooved? Solid or hollow? Rough or smooth? Hairy or 
woolly? Any spines? Strong or weak? What other peculiarities of 
stem ? Describe leaves. How arranged on a stalk ? Are leaves smooth 
or rough? Character of edges? When does the weed begin to blos¬ 
som? What kind of blossom has it? Describe the parts of the flower. 
How is the pollen carried from flower to flower, by insects or the 
wind? How do the seeds ripen, all at once or in succession? Many 
seeds or few? How scattered? What is an annual weed? A biennial? 
A perennial? Illustrations of each. 

Maple tree .—Trunk smooth or rough, branches many or few, color 
of branches and trunk? How are the branches arranged, spread out 
or growing upward ? Few or many twigs, straight or crooked ? Shape 
of tree, round or wide at bottom and pointed at top like a pyramid, 




AGRICULTURAL NATURE STUDY OUTLINES 


25 


or shaped like an umbrella. On the twigs look for buds, scars, and 
rings. How are buds arranged, opposite or alternate? Is there one 
at the end of the twig ? What will this become ? What will the side 
bud become? Watch growth of tree for answers. Watch for flowers 
of the maple. Distinguish between flowers that have stamens and 
those that have pistils which develop into fruit and seeds. After the 
flowers have disappeared watch the development of seeds. How do 
the seeds get away from the parent tree? 



Autumn Festival. —Plans for exhibition of best fruits of field, 
garden, and orchard in the schoolhouse. Review general directions 
given in previous grades. Appoint committees before school closes 
in the spring. Endeavor to enlist the cooperation of the patrons. 

3. Animal Life throughout the Year 

Insect life. —For help in insect study throughout the grades consult 
Essig’s Injurious and Beneficial Insects of California. See list on 
other pages. Also get help from the county horticulturist. Over 
forty counties now have such an officer. For this grade select one 
insect injurious to orchards, grapes, and berries, garden, forage crops, 
and ornamental plants. For illustration the Western Twelve-Spotted 
Cucumber Beetle (Essig, page 270). Watch for this insect in the 
garden. Describe its appearance. How easily recognized? Size. 
Search for its eggs. Appearance of the larvae. What is the life 
history of this beetle? How does it work? Where found? What 
plants does it eat? How control this pest? Give the spray formula. 
What natural enemies does it have? 


26 UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 

Home-making insects. —Bees, wasps, ants, etc. Make a detailed 
study of the honey bee. Watch the bees at work gathering pollen and 
nectar from the flowers. If possible watch them at work in the hive. 
Classes of bees. Life history. Care of bees. 

The house fly. —Kinds. The common house fly is black in color 
with five parallel, more or less distinct grayish bands on the back 
between the wings. Number of wings? Body and legs covered with 
what? Length of life of the fly? Breeding places of flies. Danger 
to health. How eradicate flies? 



Spiders .—How differ from insects proper? Where are spiders 
found? What time of the year? Four general classes, web weaver, 
crab spiders, running spiders, jumping spiders. Endeavor to study 
one of each class. Look for webs. How many kinds? Names of 
spiders with reference to kind of webs—cobweb weavers, funnel web 
weavers, filmy dome weaver, orb weaver. What is the difference in the 
appearance of these webs? Try to observe a spider at work spinning 
its web. Use of the web? Food of spiders. Items of interest about 
the web. Where are the spinnerets? 

Bird life .—From list of California birds given on another page 
select three or four for detailed study, noting size, colors whether 
bright or dull; special markings on head, back, breast, wings, or tail; 
general shape of body, whether long and slender or short and stocky; 
character of bill, short, long curved, hooked; wings short and round 


AGRICULTURAL NATURE STUDY OUTLINES 


27 


or long and slender; tail forked, notched, square, fan-shaped; move¬ 
ments, hop, walk, creeping up trees, motions of body in various situa¬ 
tions ; manner of flight, steady, direct, rig-zag, quick or slow flapping, 
sailing, etc. Places where the particular birds are found, fields, around 
the house, gardens, hedges, streams, etc. Food, and how procured; 
character of song and call notes. 

Wild mammals. —See list on another page. What is meant by wild 
mammals'? What is meant by domestic or tame mammals? Name 
several of each class. Select a common wild mammal in the district 
and make a detailed study as to appearance; chief characteristics; 
habits; food; damage to crops; damage to trees; plants that it does 
not eat; natural enemies; methods of control by man. 

Barnyard fowls. —Different varieties or kinds of chickens, ducks, 
geese, turkeys. 

The Turkey. —Special study. Difference in appearance of the 
male and female birds. Covering of the head of the turkey? Color 
and how far down the neck? What is the “wattle”? What is the 
‘ 1 caruncle’ ’ ? What are ‘ ‘ the beads J ’ on the neck ? Color of the eyes ? 
Where is the ear? Can a turkey hear well? Do turkeys scratch like 
hens? Describe feet and legs as to shape, size, and color. Where do 
turkeys like to roost? Are they sound sleepers? AVliere do turkeys 
thrive best? What is their food? Why study the turkey in the 
month of November ? How do turkeys fight ? How does a ‘ ‘ Gobbler ’ ’ 
strut? How early in the spring does the turkey hen begin to lay her 
eggs? Describe the nesting place and the turkey hen’s attitude 
towards visitors to the nest. How many eggs in the nest? Describe 
the eggs. Care necessary for the young turkeys. Are there any wild 
turkeys in the vicinity? Is turkey raising profitable? 

4. Physical Phenomena and the Inorganic World 

Bain. —How caused? Inches of rainfall during the past year? 
Average rainfall for the locality. Forms of water, ice, steam, solid 
ice, liquid water, gaceous steam. Snow, Hail, Frost, Dew. Explain 
each. 

Distinction between “soft” water and “hard” water. Storing of 
ice. Manufacture of ice. Cold storage and use of refrigerators. 
Storage of water. Making of ice cream. 

Thermometer. —Explain construction and use. Keep a daily tem¬ 
perature calendar for thirty days. Compute the average daily 
temperature. 


28 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


The Sun .—Time of sunrise and sunset. The longest day in the 
year. The shortest. What is meant by “the sun crossing the line”? 
Meaning of equinoxes? Solstices? How long does it take the light of 
the sun to reach the earth ? How many days of cloudless sunshine in 
one week? In one month? 


V. OUTLINES FOR THE FIFTH GRADE 
1. Human Needs, Interests, and Activities 

Vacation activities .—Reports on condition of home gardens. What 
garden crops have been harvested? What are soon to be ready for 
harvesting? Discussion of special things in connection with vacation 
work in the gardens. Preliminary report on proposed agricultural 
exhibit in the school. Work of various committees. 



Farm interests .—Survey of present crop conditions in the com¬ 
munity. How many acres of wheat, barley, etc., have been harvested? 
What is the importance of the livestock interests? Are there any 
pure bred herds of dairy cattle? Have children gather data at home 
of a general agricultural interest and report. 

Seasonal activities .—Describe the cutting of alfalfa, wheat, corn, 
etc. Special items of interest in connection with the orchard prun¬ 
ing; the best time for pruning and spraying. Consult the county 
horticulturist or the farm advisor for information as to latest phases 
of orchard management, crop operations, livestock, etc. If possible 
have children get topics for discussion at some farm bureau meeting. 
Insist that the school keep in touch with progressive agriculture in 
the community. Discuss best methods of preparation of seed bed for 
various crops. 



AGRICULTURAL NATURE STUDY OUTLINES 


29 


Human needs .—Make a list of the principal social, educational, 
and recreational needs of the people of the community, What 
attempts are made to satisfy these needs? What is the farm bureau 
doing to satisfy economic or social needs of the farmer? Do farmers 
need money to develop their business? Is the church or the home 
making any special effort to satisfy wants and need ? In what way ? 
What is the school planning for the year? Modern conveniences in 
the home. What do they cost? What is a sanitary home? How is 
the house cleaned ? What devices may lighten labor ? Find out what 
is being introduced into the homes of the community? How is the 
farmer’s work made easier? Labor saving tools on the farm. 

Health needs .—It will be necessarjq of course, during the year to 
review some of the previous years’ work in physiology and hygiene. 
This year the emphasis may be placed on food and the digestive 
system, and respiration and the organs of respiration. Any good 
elementary text or health primer may be used as a reader to supple¬ 
ment the regular reading material and furnish abundant topics for 
discussion. Plan to observe health day with a special program. How 
prevent diseases? Character of disinfectants. Care of the school 
drinking cups and the water jar. Value of good sunlight with refer¬ 
ence to health. Condition of the outbuildings. Character of water 
supply in the community. 

2. Plant Life throughout the Year 

Strawberry .—Reports on strawberry crop of the district. Are any 
grown for other than home use? Make list of questions for study of 
the strawberry plant, the children doing their observation work at 
home. Have one plant with runners in the schoolroom Avhen children 
make their reports. Verify the statements of children. What is 
peculiar about the blossoms of the strawberry plant? When set out 
strawberry plants ? How are they set out ? How cultivated ? Do the 
plants die during the winter? What name is given to plants that 
live from year to year? In severe winters why are the strawberry 
plants covered? What is meant by the mulching of plants? What 
material may be used for mulching? Does the entire plant live over 
winter ? 

Biennials .—Beet or turnip as a type. Each child bring a few beet 
seeds to school. Where did the} 7 get the beet seed ? Has any one ever 
seen the beet in blossom? Get a good plump beet and plant it in a 
box. At the same time plant a few of the beet seed. In time the 
children will see that plants come from the beet root as well as from 


f 


30 UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 

the seed. With the seed growing into plants and plants growing from 
the beet root throughout the season one may learn the life history of 
a beet. It takes two years for certain plants like the beet to go 
through all stages of life from seed to seed. Such a plant is called a 
biennial. Other biennials are turnips, cabbage, parsnips, carrot 
salsify, etc. 

Lawn grass .—Name different kinds of plants used in making a 
lawn—Kentucky blue grass, white clover, Australian rye grass, 
Bermuda grass, Lippia, etc. Dig ui) a small bunch, wash soil out, 
carefully note character of root growth. Notice small fibers and main 



root stock. Value of root stock during the dry season or winter. 
When rains begin what is the effect? Ways of starting some lawn 
grasses by seed and sod. 

Dandelion .—Notice plant in various stages of growth. Does it live 
through the winter? Biennial or perennial? Notice arrangement of 
leaves on plant just appearing above the surface of the ground. 
Where are the oldest leaves? The youngest? Dig up plants and get 
entire root. Compare it with roots of blue grass or some other plant. 
Advantage of the long fleshy tap root? Compare with the California 
Poppy in this respect. Pull the rosette or cluster of leaves apart and 
notice tiny flower buds. Study flower of the dandelion at different 
stages of growth, position, length of stem, etc. When does the flower 
close ? Is the flower a single or cluster ? Compare with other flowers 
studied. 

Weeds .—From list given on another page, select one, as the Wild 
Radish for example, and make a detailed study, using directions for 


AGRICULTURAL NATURE STUDY OUTLINES 


31 


studying the dandelion and directions given in previous grades. Con¬ 
trast appearance, manner of growth, character of stem, leaves, flowers, 
seed, and root of the wild radish with the dandelion or wild morning 
glory or milkweed or thistle. In this grade teach children to recog¬ 
nize three new weeds and study their manner of growth and means 
of eradication. 

Cultivated flowers .—From list on another page select one flower 
for study, as the fuschia. Something about its early history, original 
varieties, colors. Character of stem. Shape of leaves, thickness, etc. 
Parts of the flower—tubular corolla, number of parts united; calyx 



with number of sepals; number of stamens and how attached; the 
pistil with reference to position of stamens. Is the fuschia a self- 
pollinated flower or is it dependent upon insects? Where is the 
nectary and what kind of insects can get at the nectar? Watch a 
flower to find out. Describe the seed pod. Count the number of 
seeds. Value of the fuschia as an ornamental plant. 

Cultivated vegetables .—Select one as the turnip for illustration 
and make a detailed study somewhat after the manner of studying 
the beet and tomato given above. Emphasize the food value and 
manner of growing—preparation of seed bed, cultivation, enemies, 
harvest and storing, methods of cooking, etc. 

3. Animal Life throughout the Year 

The Pig .—General characteristics. Comparison of nose with nose 
of other farm animals. Why does it root ? Describe its teeth, eyes, 
head. Does the pig have much intelligence? How are the ears placed 
on the head ? How is its body covered ? Habits, and why considered 
a dirty animal? Natural food of the hog. What is fed to the hog on 



32 UNIVERSITY OF CALIFORNIA EXPERIMENT STATION 

the farm? Describe the pig’s foot. How many toes? How many 
used in walking ? Can the pig swim ? What noises made by the pig ? 
Name and describe the principal breeds of pigs. History of hogs (see 
Davenport’s Domesticated Animals and Plants ). 

The Colt .—How old before it can run? What is the weight of a 
colt one week old? What care should a young colt receive? How 
teach him to lead? Importance of right training. Food of colt other 
than mother’s milk. When are colts weaned ? What kind of pasture 
is good for a young colt ? 



The Dog. —Origin. Why equipped with stronger legs than the cat ? 
How do the claws of a dog differ from those of a cat? Describe a 
dog’s feet. How many toes? Describe the dog’s body. With what 
is it covered? What is the shape and color of a dog’s eyes? Can the 
dog see in the dark ? What about his ability to see and hear ? What 
one of the five senses is most highly develepod? Describe his teeth. 
For what different purposes are they used? How does a dog express 
his emotions? What noises does a dog make? Why does a dog bay 
at the moon or howl when he hears music ? Name the different breeds 
of dogs. What leads to the development of these different breeds? 
What is the best dog for the farm? 

The Mouse. —What good things can be said of the mouse? Where 
does the mouse live? What kind of a home does it have? AVhat is 
its food ? AVhat damage does it do ? How does the field mouse differ 
from the house mouse? Identify and study the deer mouse and 
meadow mouse described on another page. AVhat enemies does the 
mouse have? AVhat is the most humane way of getting rid of mice? 

Fish. —Importance of fishing industry. If possible have a small 
fish in a large bowl of water in the schoolroom. From observation 
here or of fish in the stream have children try to determine how a 
fish moves through the water; fins used most; number of fins; how it 



AGRICULTURAL NATURE STUDY OUTLINES 


33 


eats and breathes. Can it see, smell, and hear? From a visit or from 
reading describe a fish hatchery. Value of fish as food. Kinds of 
fish. Any laws for the protection of fish ? What are they ? Accounts 
of a fishing trip. 

Birds. —List of birds identified on the blackboard. Keep bird 
calendar. Make special study of seed-eating birds. Study Western 
Meadow Lark, Song Sparrow, White-Crowned Sparrow, Green-Backed 
Goldfinch, California Towhee. See other pages. 

Moth and Butterfly. —Four different forms during life, viz., eggs, 
larva, pupa, adult. Look for eggs in clusters or single, usually found 
on plant which is favorite food of young. The larva is the worm 
which hatches from the egg. This is the stage when the eating and 



growing is done. Pupa is the period when it rests or sleeps and 
wonderful changes take place. The adult is the fullgrown insect. 
Difference between butterflies and moths: (a) body—moth is stout, 

butterfly is slender; (b) wings—moth has wings folded flat along 

\ 

back when at rest; (c) antennae—moth are threadlike or feathery, 
but never knobbed at the apex, butterfly has knobs at end of antennae; 
(d) flight—the moth flies at night, the butterfly flies by day; (e) 
pupa—moth has pupa protected either inside cocoons or by being 
underground or in some sheltered place, butterfly has a naked pupa 

attached bv the tail end to a button of silk. 

•/ 

Cabbage Butterfly and Worm. —(Essig, Injurious and Beneficial 
Insects of California, pp. 455-457.) Watch for butterfly in garden 
hovering over the cabbages. Describe appearance. How tell the male 
from the female? Size and color of eggs? Appearance of the worm; 
the chrysalis, find out. Life historj^ of this garden pest. Nature of 
work of the caterpillars or worms. Damage to cabbage. What other 
plants does the worm feed upon? Control both by spraying and 
otherwise. 

The devastating Grasshopper. —Where are grasshoppers found? 
Watch movements. How many wings? Legs? Sizes of legs. Notice 
how under wings are folded. Use of outer wings. Watch movement 










34 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


of mouth when grasshopper is eating. Carefully dissect the mouth, 
showing all the parts. Names of the parts. (See Comstock’s Hand- 
look of Nature Study for Teachers —an invaluable help.) Look on 
the head of the grasshopper for its eyes. How many? Describe the 
feelers or antennae. They are the organs of touch. Raise the wings 
and find the ears of the grasshopper. How many? How does the 
grasshopper make its music? Various kinds of grasshoppers. 
Describe the devastating grasshopper; color, spots on hind legs, wings, 
etc. Life history. How different from life history of the cabbage 
butterfly? Food plants of this grosshopper. Method of control. 

Mosquitoes .— (See Bulletin No. 178, “Mosquito Control,” College 
of Agriculture, Berkeley.) What do children know already about the 
mosquito and its habits? When are mosquitoes most active? When 
and where do they rest ? What do they eat ? Most live largely upon 
juices of plants as they do not have a chance to suck the blood of 
animals. Only the females bite. Discuss life history. Breeding 
places; eggs, larvae or wiggle tails? How long does it take for the 
eggs to hatch? Position of larvae in water. Larvae of malarial 
mosquitoes almost parallel with surface of the water. Larvae of 
common mosquito beneath surface of water at an angle of about 
forty-five degrees. How does the larvae breathe? Change of larvae 
to pupae. Description. Do the pupae move as did the larvae ? How 
does the pupae breathe? Does it eat anything? Watch for the pupae 
skins from which have emerged the adult mosquito. _ Methods of 
control. See also Farmer’s Bulletins No. 155, IT. S. Dept, of Agri¬ 
culture, on “How Insects Affect the Health in Rural Districts.” 

4. Physical Phenomena and the Inorganic World 

Heat .—Chief source, Nature. How heat produces light. Differ¬ 
ence between heat and light. Discussion of primitive fire-making. 
Modern way. Various ways of producing heat—friction, combus¬ 
tion, etc. Ways in which heat may be transmitted. Explanation ot 
conductor and non-conductor. Application to kinds of clothing, 
weight, material, color, etc. Meaning of fireproof buildings. First 
aid for a severe burn. Meaning of “spontaneous combustion.” 
Illustrations of action of heat in common affairs of life, as pouring hot 
water into a glass dish. 

Crystals .—Illustrations in nature. Examine ice and snow; surface 
of freshly broken rocks or minerals. How make crystals with common 
salt or with alum ? Blue vitrol is a poison yet it makes fine crystals. 
What is rock candy? What precious stones are crystals? 


AGRICULTURAL NATURE STUDY OUTLINES 


35 


Rocks .—How formed? Explain granite, lava, slate, sandstone, 
limestone. Have specimens in the schoolroom for a discussion on the 
origin of soil. Relation of rocks to the earth’s crust. What is sedi¬ 
mentary rock? Look at small stones along the edge of a stream or in 
the dry bed. What are the various shapes? What has caused the 
changes ? What are the fossils sometimes found in rocks ? What forces 
cause the decay of rocks? What are some of the common minerals 
found in rocks ? 

Air .—Different elements that compose the air How deep or thick 
is the layer of air surrounding the earth? How heavy is the air or 
what is its pressure? Why do we not feel this pressure? What do 
we mean by the temperature of the atmosphere ? How do we measure 
it? Why does the air get colder as we go up? What causes winds? 
Necessity of air for animals and plants. Air in soil and water. How 
is air made impure? Explain how carbon dioxide is made. What 
relation does oxygen have to combustion ? How is nitrogen valuable 
to plant life ? If the atmosphere at sea level weighs fifteen pounds to 
the square inch, and if four-fifths of this weight is nitrogen, how many 
pounds of nitrogen are pressing down on every acre of the earth’s 
surface ? 


VI. OUTLINES FOR THE SIXTH GRADE 
1. Human Needs, Interests, and x\ctivities 

Silo construction .—Number of silos in the community. Any in the 
process of construction? Children get data as to materials used, 
wood, concrete, brick, stone, or steel. Method of construction. Size 
and shape of a silo. Children estimate the volume of a silo in pounds. 
Find out how many pounds of silage are fed daily to a cow. Estimate 
how long the silage in this particular silo would last for a herd of 
ten cows. Advantages of a silo. See Circular 138 of the College of 
Agriculture at Berkeley on “The Silo in California Agriculture,” 
bv F. W. Woll. 

Correspondence courses in agriculture .—Through the pupils of 
the school make an agricultural education survey of the district to 
ascertain how many are enrolled in the correspondence courses of the 
Division of Agricultural Education of the University of California. 
Send for Circular 113, which describes the character of these courses. 
Many of these courses will prove of value to the teacher in the work 
of the seventh and the eighth grades. 


36 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


Special irrigation problems .—Very valuable material for many 
rural schools in Bulletin 253 of the College of Agriculture at Berkeley 
entitled “Irrigation and Soil Conditions in the Sierra Nevada Foot¬ 
hills of California.” Well illustrated with photographs and diagrams. 
Text to be studied by the teacher and a series of questions placed on 
the blackboard, the answers to which will be brought in by the 
children after observation and study of irrigation practices and soil 
conditions of the school district. This is a most important topic 
under human needs and interest in California agriculture. 



Marketing grain .—Methods of storing wheat, barley, etc. Changes 
in shipping conditions. The sack versus the bulk method. Items of 
cost in harvesting and shipping. See Circular No. 152 of the College 
of Agriculture at Berkeley entitled “Some Observations on the Bulk 
Handling of Grain for California.” Teacher make out list of ques¬ 
tions for children to investigate at home. The bulletins mentioned 
above are not to be put in the hands of pupils. They furnish material 
for the teacher to emphasize in this grade and the two upper grades, 
more the economic phase of agricultural nature study. 

Recreational needs .—Discussion of social activities of the neigh¬ 
borhood. Reports on community fairs, play festivals, picnics, fishing 












AGRICULTURAL NATURE STUDY OUTLINES 


37 


excursions, etc. How can the schoolhouse be made the social and 
recreation center ? Spirit and practical application of the California 
law in this regard. 

Health and sanitation .—General health of the community. Any 
epidemics because of contagious diseases or bad sanitary conditions? 
Drainage and water supply of the community. Prom an elementary 
text book on physiology and hygiene make a special study of the eye. 
Parts of the eye. Muscles, glands, etc. Kind of light best for reading. 
Effect of bad light. Weak eyesight and the need of glasses. How 
test the eye for deficiencies in sight? Supreme importance of guard¬ 



ing the eyesight of children. Character of light in the schoolroom. 
Special study of circulation and the organs of circulation. The blood, 
composition, etc. Keeping the blood pure. Dangers of diseases 
entering the body through the blood by infection. Sanitary import¬ 
ance of cleanliness. Individual drinking cups, the sanitary earthen 
water jar or the bubbling fountain. The skin, structure and office of 
regulating the temperature of the body. Glands of the skin. Care of 
the skin. Appendages of the skin, as hair and nails. Importance 
and care. Review foods and digestion. 

2. Plant Life throughout the Year 

Geranium cuttings .—As soon as the rainy season opens well enough 
to prepare the soil, plant some cuttings. Discussion of the part of 
the geranium to plant—old stem or new growth? Show how to pre¬ 
pare the cutting before placing it in the earth. Put some of the 
cuttings or “slips” in a box of sand in the schoolroom, where a better 


38 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


control may be bad. Show how to place the cuttings in the sand. 
Discuss favorable conditions for growth as to moisture, light, tem¬ 
perature. Transplant to open ground when cuttings are w T ell rooted. 
Teach children how to transplant. After transplanting watch for 
new leaves. Children bring flower pots to school for cuttings to take 
home. Discussion of proper soil, drainage, etc., for the potted plant. 
Teach children how to pot a plant properly. Consult some experi¬ 
enced gardener or housewife who has been successful. 

Grape cuttings. —Consult someone with experience, either the 
county horticulturist or a successful grower of grapes, to find out 
( a) are cuttings employed very much to start new vineyards? If not, 
what ways are employed? (b) if so, when is the best time to make the 
cuttings? (c) from what wood or cane is the cutting made? (d ) how 
many buds on a cutting and how arranged? (e) how is a cutting 
made? (/) when place the cuttings in soil or sand? ( g ) how long 
does it take for a 11 callus ’ ’ to form ? ( h) when are the cuttings trans¬ 

planted? ( i ) method of permanent planting. Care of the vineyard. 
Methods of pruning employed. 

Grafting. —Find out the various practices among orchardists in 
the district. What guiding principle or principles in grafting? 
Common example of English Walnut upon native black walnut stock. 
Have school report all other examples. Best time to graft. Best 
method of grafting. Advantages of grafting. 

Budding. —Meaning? To what extent practiced in the com¬ 

munity? When to bud? Discuss method of budding. Advantages. 

Demonstration of propagation. —If possible make arrangements 
with the county horticulturist, the farm adviser, or a successful local 
gardener or fruit grower to visit your school on some Friday after¬ 
noon and give a practical demonstration before the children of all 
the best ways of plant propagation. This need not be limited to the 
sixth grade, but should be done before the entire school. 

Fruit blossoms. —Study blossoms of all common fruit trees in the 
neighborhood. Shape of bud. Where placed on the twig? Describe 
bud and bud scales. What changes as bud expands in the bud scales ? 
Do leaves and flowers come from the same bud? Difference between 
leaf bud and fruit bud? On what growth of wood are flower buds 
borne? What are the scars seen on twigs? Notice a bud ready to 
open. Length of its stem. Describe calyx. Are sepals entirely 
separate or joined. Where united? Number of sepals. Describe 
the open blossom. Number, shape, and color of petals. How attached? 
Number of stamens. How attached to the flower ? Length of stamens ? 


AGRICULTURAL NATURE STUDY OUTLINES 


39 


color of anthers, pollen and filaments. Number of pistils. Describe 
the stigma, color, and position with reference to anthers. Do fruit 
blossoms close at night? Any insects about the blossoms? Their 
importance. When petals fall, what is left? What part of the flower 
develops into the fruit ? What happens to the sepals or colyx ? When 
is the best time to spray the blossoms ? Study the buds and blossoms 
of the apple as a type and then compare in all points with blossoms 
of the peach, cherry, prune, pear, plum, apricot. 



Study of the apple .—Shape in different varieties. Are any two 
apples of the same variety exactly alike? General characteristics of 
a particular variety as to shape; color markings of the skin; character 
of skin, whether tough of delicate, etc. Value of the skin. Why care 
in packing for shipping? Notice carefully the stem end and blossom 
end of the apple. What are the withered points at the blossom end 
of the apple ? Position in different varieties of apples ? Cut open an 
apple. Notice texture of the fleshy part. Locate and describe carpels. 
Cut an apple across midway betw r en stem end and blossom end and 
note the five-pointed star. What found here? Describe the apple 
seed. In either portion of the apple thus cut across locate the '‘core 
line.” Identify the bundles of fibers extending through the center 
of the apple from stem to basin. How many? Identify the second 


< 





40 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


“core line” in the cut-open apple. Can you see ten faint dots in the 
cross section of the apple? What are these dots? Discussion of the 
value of apples as food. Various ways of cooking. Methods of storing 
and marketing. Different varieties of apples grown in the neigh¬ 
borhood. 

The Potato .—Make a brief potato survey of the community to 
ascertain the importance of this particular crop locally. Any grown 
on a large scale commercially? Number of acres? Number of bags 
sold last year? Price per bag. Shipped away when dug? Any 
stored and methods of storage. Does each family grow enough for 



food? Bring a few potatoes to school, varieties of each kind grown 
in the district. Study variety types and characteristics. Ts the 
potato a seed? If not, what is it? Why say “seed” potatoes? 
Discuss the “eyes” of the potato. How is the potato a part of the 
stem ? . If so, where are the buds ? Cut a potato in two through one 
of the “eyes.” Describe and sketch cross-section. Compare with 
cross-section of a thick branch of a tree. Make the iodine test for 
starch of the potato. Put two or three potatoes in a box of sand, 
moisten properly, keep in proper temperature and light, and direct 
children to record daily observations. Plant the whole potato or cut 
it in pieces? Practices of potato growers of the community. Have 
children make observations of the best methods of preparing the seed 
bed for potato planting. Discussion in class. Rotation of crops valuable 
for the potato patch. Why? How plant potatoes? Insist on careful 
statement of all details. Various methods of cultivation observed and 






AGRICULTURAL NATURE STUDY OUTLINES 


41 


reported on. Arrange that each child large enough may have a few 
choice potatoes for seed and start a potato growing contest at home, 
the best of the yield to be exhibited at the school fair. Each pupil 
keep a careful record of this home project in potato growing, viz., 
size of plot, number of potatoes planted, the variety, method of pre¬ 
paring the soil, when and how planted. Dates when plants first 
appeared above the ground; when the tubers were big enough for use; 



when potatoes were finally dug. Special treatment for insect pests or 
diseases. With class study the potato flower; color and position on 
the stem; color of flowers of different varieties. Any other plants 
have flowers similar to the potato flower? Compare with the tomato 
flower. Discuss the formalin treatment for potato scab. 

Weeds.—Why successful plants? Make lists of weeds according to 
place where they grow: (a) garden; ( b ) cultivated fields; (c) pas¬ 
ture; ( d ) lawn and vacant lots; (e) roadside. Group these same 
weeds on other pages as to manner of life into (a) annuals; (6) 






42 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


biennials; (c) perennials. Select three weeds not studied thus far, 
and discuss environment as to soil, moisture, climate, relation to other 
plants, etc. Recognition of weeds. General form of plant. Char¬ 
acteristics of stem, leaves, root, flower, seeds, habits of growth, and 
manner of seed dispersal. Methods of eradication. See Shaw’s 
Weeds and How to Eradicate Them; Weed’s Farm Friends and Farm 
Foes, Part I; Farmers’ Bulletin No. 188, “Weeds Used in Medicine”; 
No. 279, “A Method of Eradicating Johnson Grass”; No. 660, 
“Weeds and How to Control Them.” (List of Fifty Worst Weeds.) 



Trees. —Study of trees in the vicinity of the school? Bring twigs 
into schoolroom and study buds, leaf scars, rings of growth, etc. 
Sketch twigs showing everything. Describe the different parts of a 
tree. Comparison of parts in different trees. How recognize trees by 
shape of leaf and color of bark ? How do trees reproduce their kind ? 
How do trees breathe? How do trees grow? How do trees feed? 
Best methods of planting trees. Value of trees. Trees and forestry. 
The spirit of forestry. Value of the small woodlot at home. See 
Jepson’s Trees of California; Comstock’s Handbook of Nature Study 
for Teachers, and Roger’s Among Green Trees. 

Garden work. —Plan for the home vegetable and flower garden. 
Study seed catalogues. Discuss what to plant in the way of annuals 
and biennials. 

Fall Festival. —Make necessary plans for the annual school fair 
and harvest home festival. Study artistic arrangement of fruits 
vegetables, and flowers. 






AGRICULTURAL NATURE STUDY OUTLINES 


43 


3. Animal Life throughout the Year 

Insects. — (Reference, Essig’s Injurious and Beneficial Insects of 
California.) 

Codling-Moth. — (Essig, pp. 436-438.) Study in connection with 
the apple. Description of eggs, larvae, etc. Life history. Nature of 
work. Food. Control. When to spray, etc. Children make observa¬ 
tions in orchards and report. 

Other insects. —In like manner study San Jose scale (Essig, pp. 
179, 180) ; Walnut Aphis (Essig, pp. 82, 83) ; Squash bug (Essig, pp. 
202, 203) ; Potato tuber moth (Essig, pp. 446, 447) ; see also Monthly 
Bulletins of the State Horticultural Commission. 

Birds. —As tree protectors. Select for study those birds that 
especially feed on insects, as Red-sliafted Flicker or Yellowhammer, 
California Woodpecker, Western Meadowlark, Bullock Oriole, Black¬ 
headed Grosbeak, Western Warbling Vireo, California Bush-tit, 
Western Blue-bird. Classify birds as to permanent residents, summer 
residents, winter residents, migrants. See other pages for description. 

Geese. —General appearance. Chief differences between a goose 
and a duck as to bill, length of neck, legs, wings, walk, flight. Examine 
track of goose. How different from track of the duck? When are 
geese “picked”? Why? Describe in shape and color the Toulouse, 
the Embden, the African, and the Chinese geese. How many found 
in the school district ? Describe food of geese; nest and eggs. What 
name given to the young of geese? Describe in general appearance 
and covering. How do the old take care of their young? How does 
a goose fight? What care does a goose take of her body? Stories of 
geese as to their intelligence, etc. 

Sheep. —Any in the district? What kinds? Are they “mutton” 
or “ wool ” sheep ? Meaning of terms. Study habits of sheep. Describe 
the mouth? How many and what kinds of teeth? How can the 
sheep eat the grass so closely? Are sheep allowed in forest reserva¬ 
tions? Why not? Enemies of the sheep. How does a sheep fight? 
Hearing and seeing of the sheep. Describe a young lamb. Name the 
principal breeds of sheep ? What are the chief things that distinguish 
a sheep from other animals? What are the chief qualities of a good 
shepherd and his dog? Where was the original home of the sheep? 
How does a sheep differ from a goat ? 

Wild mammals. —Study habits of California mole; California coon; 
California skunk; California pocket gopher. Consult Comstock’s 
Handbook of Nature Study for Teachers for valuable suggestions and 


44 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


practical helps. Write to College of Agriculture and TJ. S. Depart¬ 
ment of Agriculture for bulletins. Above all else, set the children to 
watching these animals to discover their manner of life. 

4. Physical Phenomena and the Inorganic World 

Weather .—Work of the weather bureau of the U. S. Department 
of Agriculture in relation to farm interests. Weather maps. Get 
copies for several succesive days and with a wall map of the United 
States learn how to read the weather map. Meanings of areas of high 
pressure and low pressure. What do the arrows on the map indicate? 
Meaning of isobars. The movement of a storm. Character of clouds, 
winds, and changes of the barometer and thermometer. 



Barometer .—Study in connection with weather map, etc. How is 
a barometer made? Use of mercury. How high is the column of 
mercury at the sea level? What is the pressure of air at this point? 
How is the barometer useful in measuring the heights of mountains, 
etc. Actions of the barometer to indicate fair or foul weather. 
Review the thermometer. 

Light .—Meaning of the term ‘ ‘ self-luminous. ’ ’ Give illustrations 
of self-luminous bodies in nature. What is a “ luminous’’ object? 
Give illustrations. How do light-rays travel ? Which travels the faster, 
light or sound ? Give proof of your answer. What is the velocity of 
light per second ? Of sound ? How long does it take light from the 
sun to reach the earth ? How long does it take to reach the earth from 
the nearest fixed star ? Why does a spoon appear broken when placed 
in a tumbler half-full of water? Why can we see ourselves in a 




AGRICULTURAL NATURE STUDY OUTLINES 


45 


mirror ? Meaning of diffused light and why it is best for our eyes ? 
What is the sundial? 

The brook. —Study of a small stream and its work. Beginning 
and end of this particular brook. Character of course and why. 
Character of its banks at various places. Difference in open country 
from wooded region. Meaning of the “work” of a brook. With what 
tools does it work ? When does a brook ‘ ‘ play ’ ’ ? Causes of difference 
of color of water at various times. Fill a fruit jar with the muddy 
water of a brook and allow to settle. What is the result? Look at 
the pebbles in a brook and along its banks. What do you find ? Why 
are some very smooth ? Explain sedimentation and erosion from study 
of the work of a brook. Find a delta.. See Miller’s The Brook Book 
and Frye’s Brooks and Brook Basins. 

Soil. —Surface of earth covered with rock. Agents that helped to 
break up the rock crust. Work of glaciers, water, winds, air, etc. 
Expansion and contraction through heat and cold. Samples of sand, 
gravel, small pebbles, clay, and garden soil in the schoolroom. 
Explanation of humus. Action of bacteria. See Fletcher’s Soils for 
the story of the formation of the soil. 


VII. OUTLINES FOR THE SEVENTH GRADE 

[See especially printed outlines on the School Garden and the 
Home Garden and Vegetable Growing Project for material for the 
Seventh and the Eighth grades.] See reference on page 1. 

1. Human Needs, Interests, and Activities 

Vacation activities. —Reports from pupils as to the home garden 
projects. 

Calendar of farm operations. —Discuss methods of keeping an 
account of the farm operations by months during the coming school 
year. Enumerate the principal agricultural activities of the com¬ 
munity. 

•/ 

Crop survey. —Reports on present conditions of the various crops, 
yields if harvested, climatic, moisture, and soil conditions. Each child 
bring a list of estimated yields of various crops on his father’s ranch. 
How much sold ? Amount consumed at home. This to include garden, 
field, orchard, and livestock. Problems of marketing. 

Needs .—Special irrigation or drainage needs. Soil needs. Market 
needs, transportation needs, educational needs, etc. 


46 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


Processes .—Pupils write out in detail the successive steps in the 
production of one crop, from the preparation of the seed bed to the 
final disposition of the product. State importance of each step. 
Describe all tools used. Estimated cost of production. Net revenue 
for the farmer. Is farming a paying business? Why? 

Social interests .—Plans for community betterment. Work of the 
farm bureaus in a social way. What is the Grange doing for the 
social life of the farm? The Improvement Club or a Woman’s Club? 
Plans of the Parent-Teachers Association. The school in play and 
recreation. The play festival in the community. How organize one. 
Program of play. See Curtis’s Play and Recreation in the Open 
Country. 



2. Plant Life throughout the Year 

Corn .—What varieties of corn are grown in the district? How 
many acres grown ? Its use. Study of a plant in detail. Get a green 
plant. Characteristics of the root system. Kinds of roots. Depth 
and direction of growth of roots. Name all important details of the 
stem. Nodes and internodes. Study a cross-section of the stem. 
Arrangement of fibers. Work of fibers. Leaves, number and arrange¬ 
ment, how fastened to the stem, etc. Work of the leaves. The two 
flowers on the corn stalk. How placed on sweet corn? On milo 
maize? Review parts of flower in nasturtium, pollination, etc. How 
do these apply to the corn plant? Office of the tassel. Of the silk. 
How many silks on an ear of corn ? What must happen before a grain 
of corn is formed? Explain cross-pollination and self-pollination. 
Explain fertilization method in the corn plant. Improvement of the 
corn plant by selection and breeding. Uses and history of corn. 
Valuable material on the origin and improvement of plants and 






AGRICULTURAL NATURE STUDY OUTLINES 


47 


animals may be found in Davenport’s Domesticated Animals and 
Plants. See also bulletins from the U. S. Department of Agriculture 
and a good text in elementary agriculture. 

Wheat .—Extent of wheat raising in the district? In the state? 
Past importance of the wheat crop in California. Do we now raise 
enough in the state to supply state needs? Why? What has caused 
the decline of the wheat industry ? What kinds of wheat raised in the 
district? Samples of different kinds in the schoolroom. Look for 
weed seed. What constitutes a well-prepared seed bed? When is 
wheat sown? Ways of sowing it. Study of wheat plant. Char¬ 
acteristics of stem as contrasted with stem of corn plant. Identify 
pedicle and blade of the wheat leaf. How joined to the stem? Note 
position of leaves along the stem. Are leaves parallel-veined or 
netted-veined ? Study of root system. What is meant by a ‘ ‘ fibrous ’ ’ 
root system? What other kind? AVhat other common plants have 
characteristics common to wheat so far as stem, leaves, and root 
are concerned? Study the head. Why called a spike? Note and 
describe rachis, spikelet, glume. If wheat is bearded, which glume 
bears the beard ? Number of grains in a spikelet. Study of the flower 
of the wheat plant. Compare with flower of the corn plant. Ways 
of improving the wheat plant. History and uses of wheat. 

Weeds .—What weeds are troublesome in the corn field? In the 
wheat field? Which are annuals? Biennials? Perennials? Which 
are most successful? Best method of combating each. Study these 
weeds in the fall when the flower and seed are available. Study one 
weed in detail as to height, color, and character of stem; method of 
branching; kind and manner of leaves; appearance of leaves on 
different parts of plant. Describe the flower. Where are the seeds? 
Appearance? Estimate number of seeds on a single weed. Name 
several things that make weeds successful plants. Study other weeds, 
noting like and unlike features to one already studied. In what ways 
are weeds injurious to growing crops? How are weeds injurious to 
animal life? Waj^s of scattering weeds. Collections of weed seeds in 
small vials with proper labels. See references at close of outlines on 
Weeds in the Sixth grade. 

Alfalfa .—Discussion of legumes in general. Name other legumes 
besides alfalfa. Note habit of growth of alfalfa. Characteristics of 
stem, leaf, and flower. Study of the root system. Kind, of root and 
its advantages. Locate tubercles or nodules. What are they? AVhat 
are the bacteria and what do they do ? Where do the bacteria get the 
nitrogen? How many pounds of nitrogen in the atmosphere over 


48 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


every acre of ground? Value of alfalfa as a feed. Its value in a 
rotation system of cropping. Why? See “Alfalfa Culture” in 
Circular No. 121, “Some Things the Prospective Settler Should 
Know,” and Correspondence Course in Alfalfa Culture, both from 
College of Agriculture, University of California. 

Garden crops. —Study carrot, parsnip, beans, and beets according 
to outlines in Home Garden and Vegetable Growing Projects. 

Ornamental shrubs. —Study five native ornamental shrubs and a 
like number of exotic ornamental shrubs. How do shrubs differ from 
trees in the habits of growth? Emphasize the use of shrubs in masses 
on school and home grounds. The ABC’s of landscape arrangement. 



Draw designs on the blackboard and study arrangement of shrubs. 
Consult Landscape Gardening Division, College of Agriculture, 
University of California, for planting plans for school grounds 
employing trees and flowers as well as shrubs. See Hall’s Studies in 
Ornamental Trees and Shrubs. 

Ornamental flowers. —Study five annuals and a like number of 
perennials according to suggestions in outlines in previous grades. 
Emphasize landscape effects in plantings. Build up in children an 
appreciation of the more attractive environment of school and home. 
Teach correct principles of arrangement. See McLaren’s Gardening 
in California, Landscape and Flower; Braunton’s The Garden Beauti¬ 
ful; and Wickson’s California Garden Flowers, Shrubs, Trees , and 
Vines. 

Wild flowers. —Study five annuals and five perennials. See 
Payne’s California Wild Flowers and Native Shrubs and Trees, and 
Parson’s Wild Flowers of California. 

































AGRICULTURAL NATURE STUDY OUTLINES 


49 


Vines. —Find out what the pupils already know about vines in the 
community. Put list on the board. Study in detail three deciduous 
and three evergreen vines from that list. Classify as to annual or 
perennial. Where plant vines? Of what value in an ornamental 
way? See references given under ornamental and wild flowers above. 

Ornarhental trees. —Discussion on ornamental trees of the district. 
How classify them? Make list on blackboard. Which are native? 
Which are brought in from other states or countries? How to become 
acquainted with a tree. What special things to be noticed? How dis¬ 



tinguish one tree from another. Comparison in trees of general out¬ 
line, methods of branching, color of bark, outline of leaf, arrangement 
of leaves and twigs, value of tree for shade, etc. See Jepson’s Trees 
of California, and Roger’s Getting Acquainted with Trees. 

Fruit trees. —General survey of the fruit trees of district. Number 
and kind of each. Make a special study of the apple tree or the pear 
tree, which ever is the more important fruit in the district. Have a 
successful grower give a short talk to the school on some Friday after¬ 
noon on new problems in growing a particular fruit. Get assistance 
of the county horticulturist or the farm advisor. 

Arbor Day. —When? What the day means. Spirit of Arbor Day. 
How to plant a tree that will live. The best Arbor Day program for 
a school which has no trees, shrubs, vines, or flowers on its grounds. 
Character of the program usually given at such a school. 

Harvest Home Festival. —Best of the garden, orchard, and farm 
with reference to vegetables, seeds, grains, fruits, grasses, flowers, etc., 
on exhibition in the schoolroom. Study artistic arrangement. Culti¬ 
vate an appreciation of good materials mentioned in previous grades. 



50 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


3. Animal Life throughout the Year 

Insects. —Stucty of insects in the Seventh and Eighth grades to be 
made in connection with plant study as far as possible. The success 
of a particular crop, may, to a great degree, depend upon a single 
insect in its environment. The plant life in any locality must guide 
in the selection of insects for study. 

Grasshopper. —Review outlines given in the fifth grade. Make a 
more detailed study of the grasshopper as a type of the biting insect. 
See Comstock’s Handbook of Nature Study for Teachers for valuable 
material on the detailed study of the grasshopper and insects in 
general. See also Essig’s Injurious and Beneficial Insects of Cali¬ 
fornia. 

Cottony Cushion Scale. —Description, life history, work, control, 
etc. See Essig, pp. 108-110. 

Black Scale. —Essig, pp. 153, 154. 

Grape Leaf Hopper. —Essig, p. 432. 

Squash Bug. —Essig, pp. 202, 203. 

Harlequin Cabbage Bug. —Essig, pp. 200, 201. 

Alfalfa Caterpillar. —Essig, pp. 458-460. 

Beneficial Insects. —Not all insects are injurious. On another page 
select two for study as the lady-bird beetle and the honey bee. Con¬ 
sult Essig’s Injurious and Beneficial Insects and Comstock’s Hand¬ 
book of Nature Study for Teachers. 

Birds. —General discussion of birds. See outlines of previous 
grades. Review of main characteristics of birds already studied. See 
lists on other pages. 

Valley Quail. —Description, habits, food, protection. 

Killdeer. —Characteristics and how beneficial to agriculture. 

Western Mourning Dove. —Habits, food, etc. Why beneficial to 
agriculture. 

Chickens. —General discussion of the poultry interest in the dis¬ 
trict. Value of chickens on the farm. Different kinds of poultry in 
the district. Characteristics of each breed. Food of chickens, hous¬ 
ing, incubators, brooders, etc. Diseases of chickens. Marketing of 
poultry products. Detailed study of the hen; the leg and toes; wings, 
feathers, and arrangement; parts of a feather; manner of eating and 
drinking; sense organs, etc. For detailed information about the hen 
and bird life in general see Comstock’s Handbook of Nature Study 
for Teachers. For help on care of poultry see correspondence course 
in Poultry Husbandry, College of Agriculture, University of Cali¬ 
fornia. See also bulletins U. S. Department of Agriculture, Wash- 


AGRICULTURAL NATURE STUDY OUTLINES 


51 


ington, D.C., No. 287, “Poultry Management’’; No. 64, “Geese and 
DucksNo. 51, “Standard Varieties of Chickens”; No. 236, 
“Incubators”; No. 200, “Turkeys”; No. 225, “Poultry House Con¬ 
struction. ’ ’ 

Wild mammals. —Study California ground squirrel; chipmunk; 
gray squirrel. See descriptive matter on other pages. See also 
suggestions in outlines on mammals in the Sixth grade. 

Hogs. —General discussion of the swine interest of the community. 
How many ranchers keep hogs? Description of the different breeds. 
How many breeds are found in the community? Care of swine. 
Food. Diseases. Value for food. Importance as a farm animal. See 
Circular no. 151, “Feeding and Management of Hogs,” College of 
Agriculture, University of California* 



4. Physical Phenomena and the Inorganic World 

Heat. —Importance in agriculture. Review thermometer. Sources 
of heat. Methods of heating houses. Effects of heat upon solids, 
liquids, and gases. Work and heat. Principles of expansion and 
contraction. See Rowell’s Elementary General Science, Book I; also 
Holden’s Beal Things in Nature. 

Sound. —How caused? Sound waves. Difference between sound 
and music. The voice. How is sound carried? Velocity of sound. 
Compare with light. If there were no ear to hear would there be any 

sound ? 

Electricity. —Elementary discussion of how generated, use of bat¬ 
teries, etc. Relation to telegraph, telephone, railway, etc. Possibilities 
of electricity on the farm, lighting, cooking, etc. The dynamo and the 
gasoline engine. 










52 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


Sky studies. —Recognition of a few of the most important and 
common constellations of stars. Movements and phases of the moon. 
Record of time of sunrise and sunset. See Ball s Starland and 
Pratt’s Storyland of Stars. 

Weather. —Conditions, changes, etc. Review all previous work on 
this subject. Especially emphasize the work of the Weather Bureau 
of the U. S. Department of Agriculture. 

Atmosphere. —Review all previous work. Especially emphasize 
composition, weight, and pressure. Review barometer. Storms, 
winds, etc. Applications of pressure of air in practical affairs of life 
as the pump, vacuum cleaner, air brakes, etc. 


VIII. OUTLINES FOR THE EIGHTH GRADE 
1. Human Needs, Interests, and Activities 

Roads. —Study of the public highway as a need of the community 
life. Condition of the roads in the district. IIow manv roads ? How 
did the roads happen to be where they are? Relation of old trails to 
present system of roads. The United States Land Survey and roads. 
Methods of securing new roads today. Principal features of State 
Highway Law. Material of which better roads are made. Methods 
of making better roads. Grading and drainage. Width of roads. 
Bridges. Use of concrete; road tools and implements. The main¬ 
tenance of good roads. Taxation and bond issues. Trace California 
highway system on road map of the state. Social, educational, and 
economic value of good roads. 

Crop survey. —What crops are harvested during the year? Make 
a list of crops grown in the community. Yields on various farms. 
Highest and lowest acre yield of the same crop. Average yield 
throughout the district. How many Helds grow more than one crop 
in a single year? Pupils work out an agricultural map of district, 
showing different farm crops, location of pure bred herds of cattle, 
etc.; silos; canning factories; kinds of orchards; fruit exchanges, etc. 

Sanitary conditions. —General study of health conditions of com¬ 
munity as to water supply and drainage. Relation of certain insects 
to health. Means of protection. Local health board and its duties. 
Contagious diseases and regulations. Relation of bacteria to tuber¬ 
culosis, diphtheria, scarlet fever, etc. Discussion of simple but 
effectual disinfectants. Sunshine and hot water in the school and at 


AGRICULTURAL NATURE STUDY OUTLINES 


53 


home. Relation of school to community and personal hygiene. Prin¬ 
cipal state regulations with reference to pure food, pure milk, etc. 

Farm machinery .—General discussion of value of machinery in 
general. Kinds of power used in operating farm machinery; the 
gasoline engine and its uses. Reasons for the use of improved 
machinery on the farm. List of different tools used on the farm in 
the preparation of the soil for the crop. Make a special study of the 
development of the plow and its place in the progress of the human 
race. How does the plow compare in importance with the sword? 
List of tools used in the seeding of crops; tools used in cultivation. 
Discuss in detail the evolution of harvesting machines from the reap 
hook to the combined harvester. Also the machines used in haying 



of whatever kind. Describe special machinery for special crops as 
rice, beans, etc. Send to large implement houses for catalogues of 
farm machinery. Study these catalogues. Economic importance of 
proper care of farm machinery. Average length of life of a plow, 
a mower, a reaper. Money invested in farm implements on each farm. 
The total for the district. Estimated loss each year because of poor 
care of machinery. What is the proper care of a farm tool? Tools 
used in marketing products of farm, as wagon, automobile, etc. Care 
of fruit boxes and milk cans. The repair shop on the farm and list 
of repair tools. Brief discussion by teacher of machines in accordance 
with the six fundamental simple machines, viz., the lever, the pulley, 
the wheel and axle, the inclined plane, the wedge, the screw. Pupils 
encouraged to find illustrations of uses of these simple machines in the 
economy of the home and the farm. 

Seasonal activities .—Summary of steps in various processes in 
farm operations, best methods as accepted by majority. Disputed 
points in various processes as pruning fruit trees; cultivation of 
orchards; irrigation; care of swine and poultry; filling the silo; use 




54 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


of cover crops; returning organic matter to soil, as disposal of straw 
after wheat and beans have been threshed; conserving soil moisture, 
etc. 

Home and vacation projects .—Activities of the various forms of 
the institutional life of the community, as the grange, farm bureau, 
farmers’ club, women’s club, church, home and school. Value of 
lecturers, concerts, picnics, play festivals, and various other healthful 



forms of recreation. The sclioolhouse as the center of social and 
recreational interests. Work of a Home and School Association. 
Cooperation of extension activities of the State College of Agriculture. 


2. Plant Life throughout the Year 

Forage crops— Meaning of the word “forage.” Classes, as the 
small grasses, the large grasses, the legumes, root crops, etc. Study 
in detail many of the forage crops listed on other pages. Review blue 
grass. The larger grasses include corn, Kafir corn, sorghum. Review 
study of common or Indian corn and then compare with Kafir corn. 
Note well the difference in the flowers of the two kinds. Value of 
Kafir and sorghum. See good elementary text in agriculture. Review 
what was outlined on alfalfa or legumes. Make a study of two other 
legumes as cowpeas and soy beans. Under miscellaneous forage plants 
are root crops for feeding to live stock as turnips, rutabaga, and beets. 
Study of such as are grown in the district. Discuss feeding value. 








AGRICULTURAL NATURE STUDY OUTLINES 


55 


Plant communities .—Character of a plant. How it grows. Parts 
of the plant. Work performed by each part. Factors necessary for 
plant growth. The environment of a plant. Tendency of plants to 
form communities. What is a plant society? What determines a 
plant society ? Children investigate and report on plant communities 
in the garden; the orchard; the lawn; the barnyard; the public road; 
the woods; the various crop fields, as wheat, barley, alfalfa, corn, etc* 
Plant communities may include weeds, wild flowers, useful plants, etc. 
Reports on all plants found growing together as if to make a com¬ 
munity. Notice insect life found in connection with the plants. To 
what extent can man control a plant community ? In this connection 



review all that has been studied about weeds, the characteristics as 
to successful plants. Give as much time as possible in this connection 
to review the important things about the various garden, field, 
orchard, ornamental, and wild plants studied the previous years. 

Additional plant studies, oats .—Characteristics of stem, leaves, and 
roots. Meaning of the “oat panicle.” Review’ outlines on wheat 
plant. Compare various points in the w’heat plant with the oat plant. 
Value of oats for food. Why is oats considered a balanced ration 
for work horses? Uses of oat straw and wheat straw. Why is it 
ragarded bad husbandry to burn straw after grain is threshed out? 
What is a better way? Diseases of the oat plant. What is smut? 
Its damage to the oat crop. Treatment for smut. 

Barley .—In like manner make a study of the barley plant. 

Seeds.—Study of characteristics and identification of grass seeds 
as timothy, Kentucky blue grass, orchard grass, Australian rye grass. 
The legume grasses as alfalfa, clovers (red, alsike, sweet, Burr). 



56 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


Study samples of the various grass seeds sold to find percentage of 
adulteration with weed seeds. Get data from farmers, the farm 
advisor or the county horticulturist. Any law against selling 
adulterated grass seeds? Study of grain seeds as wheat, oats, barley, 
etc. Selection of seeds for planting—what determining factors? 
Improvement of crops through seed selection. Importance of the 
germination test before putting in the crop. Parts of a seed. See 
Farmers’ Bulletins, U. S. Department of Agriculture. 

Moulds, yeasts, and bacteria. —Why important? Help to destroy. 
Help to prepare some foods. Help to spread disease in plants and 
animals. Help in keeping up the fertility of the soil. See Comstock’s 
Handbook of Nature Study for Teachers. 



Plants and seeds as sources of foods. —Food in the apple, the bean, 
the potato, wheat, etc. Various food materials found as starch, oil, 
sugar, proteids, etc. Raw materials used by the plant to make foods. 
Sources of? Meaning of an element? Of a chemical compound? 
Illustrations. The ten elements that are absolutely necessary to grow 
a plant. See Patterson and Dexheimer’s Lesson Plans for Teachers 
in Nature Study Agriculture, pp. 152-156. 

Orchard problems. —Study of special problems of the orchard, 
whether pruning, spraying, cultivation, harvesting, fruit, etc. Keep 
in touch with discussions in current farm and horticultural papers 
and with bulletins issued by the State Horticultural Society and the 
State College of Agriculture. 

Human and. social importance of plant life. —Development of an 
appreciation of a more attractive environment. Materials for 
beautifying school and home grounds. The simple elements of a good 
landscape design. Actual participation by children in planting and 
caring for things planted. 








AGRICULTURAL NATURE STUDY OUTLINES 


57 


The School and Community Fair. —Always an annual event. The 
opportunity to show achievement in the art of agriculture. The 
educational and economic values of developing admiration for the 
best products of the soil. 

3. Animal Life throughout the Year 

General review of animal life on the farm. —Review outlines given 
in previous grades. 

Dairying as a special study. —Economic importance of the dairy 
cow to the farm, the farm home, and the nation. The different pure 



bred dairy herds in the district. Good points about each. Three 
means of increasing the efficiency of the cow, viz., better care, better 
feeds, and feeding and better breeding. Two tests for efficiency, viz., 
use of milk scale for quantity of milk and use of Babcock test for 
quality of milk. Sanitary production of milk. Study of new state 
law in this regard. The silo construction, value, and character of 
silage, etc. The cream separator and the creamery. Butter and 
cheese making. Various uses of milk. The best dairy cow in the 
community. The best dairyman. Why? Value of dairj^ products 
sold in the community. Study also of the beef type of cattle. Con¬ 
trast with the dairy type. 

Special study of the hen. —Economic importance of the hen to the 
farm and the nation. Better care of the farm hen. The best laying 
hen in the community. Care of young chicks. See correspondence 
courses on Dairj^ Husbandry, Swine Husbandry, Sheep Husbandry, 
and Poultry Husbandry, College of Agriculture, University of 
California. 



58 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


4. Physical Phenomena and the Inorganic World 

Soil .—Review work of previous years as to origin of soil, different 
types., etc. The following outline is suggestive for a more detailed 
study: 

(1) Character of the Earth’s Crust. 

(2) Agencies in Soil Formation. 

(3) Physical Processes in Soil Formation. 

(4) Chemical Processes in Soil Formation. 

. (5) Successive Steps in Evolution of Soil. 



(6) The Major Soil-forming Materials. 

(7) Rocks as Soil Formers. 

(8) General Classification of Soils. 

(9) General Physical Constituents of Soils. 

(10) Leading Types of Farm Soils. 

(11) Organic Matter in Soils. 

(12) Soil Water. 

(13) Soil Air. 

(14) Soil Temperature. 

(15) Cultivation of Soil. 

(16) How Maintain Soil Fertility. 

(17) Importance of Crop Rotation. 

Physical phenomena .—Review previous grades and emphasize any 
new data that has direct relation to agriculture. 



AGRICULTURAL NATURE STUDY OUTLINES 


59 


MATERIALS FOR STUDY IN THE RURAL SCHOOLS 

OF CALIFORNIA 

The following lists of materials are suggested by various members 
of the staff of the College of Agriculture of the University of 
California. 


I. FARM CROPS 

By PROFESSOR J. W. GILMORE 


Wheat — 

White Australian—A bearded wheat of good milling quality. 

Sonora—A beardless wheat of good milling quality. 

Club—A beardless, compact head wheat, non-shattering and drought- 
resistant. 

Barley — 

Bay—6-rowed type for feed. 

Hennchen—2-rowed type for malting. 

Hooded—A beardless hooded type. 

Oats — 

Black—Grows to good advantage along coast. 

Red—Suitable for valleys. 

Yellow—Suitable for valleys. 

Corn — 

White dent—(Mexican June). 

Yellow dent—(Pride of the North). 

Yellow flint. 

Sugar. 

Pop. 

Bye— 

Any variety. 

Sorghum— 

Feterita—An erect white seed variety. 

Milo—A yellow gooseneck variety. 

Shallu—An open-headed variety. 

Bice— 

Japanese type—Short grain. 

Honduras—Long grain. 

Bluegrass—For lawns requires much water. 

Foxtail—Mostly a weed, beards very stiff when ripe. 

Grasses: 

Rye—Hay and lawn grass for coast counties. 

Timothy—Hay grass for northern and eastern counties. 

Bluegrass—For lawns requires much water. 


60 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


Foxtail—Mostly a weed; beards very stiff when ripe. 
Alfalfa—Any variety. 

V etch—W inter. 

Rape—Dwarf Essex. 

Clover—White; red. 

Potato — 

Early rose—Red skin and early. 

Burbank—White skin and late. 

Beans — 

Lima—Pole variety for coast counties 
Pink—For valley conditions. 

Tepary—For very dry conditions. 

Blackeye—A cowpea for valley conditions. 

Sugar Beets — 

Any variety. 

Cotton — 

Durango—Short staple, linted seed. 

Egyptian—Long staple, naked seed. 






AGRICULTURAL NATURE STUDY OUTLINES 


61 


II. COMMON INJURIOUS AND BENEFICIAL INSECTS 

By PROFESSOR E. O. ESSIG 


a. To Orchards 


1. Injurious 
(Deciduous) 


1. Wooly apple aphis ( Eriosoma lanigera). 

2. Green apple aphis ( Aphis pomi). 

3. Walnut aphis ( Chromaphis juglandicola) . 

4. European fruit lecanium or brown apricot scale ( Lecanium corni). 

5. San Jose scale ( Aspidiotus perniciosus). 

6. Oyster-shell scale ( Lepidosaphes ulmi). 

7. Pear thrips ( Taeniothrips pyri). 

8. Lesser shot-hole borer ( Xyleborus xylographus). 

9. Flat-headed apple tree borer ( Chrysobotliris femorata). 

10. Peach twig borer ( Anarsia lineatella). 

11. California peach borer ( Aegeria opalescens ). 

12. Spring cankerworm ( Palcacrita vernata). 

13. Red-humped caterpillar ( Schuura concinna ). 

14. Forest tent caterpillar ( Malacosoma disstria). 

15. Codling-moth ( Cydia pomonella). 

16. Pear or cherry slug ( Caliroa cerasi). 


(Citrus) 

17. Cottony cushion scale (Icerya pnrchasi). 

18. Gray citrus or citricola scale (Coccus citricola). 

19. Soft brown scale ( Coccus hesperidum). 

20. Citrus mealy bug ( Pseudococcvs citri). 

21. Black scale ( Saissetia oleae). 

22. Red scale ( Chrysomphalus aurantii). 

23. Purple scale ( Lepidosaphes heclcii). 

24. Fuller’s rose beetle (Pantomorus fulleri). 

h. To Grapes and Berries 

25. Grape leaf-hopper ( Erythroneura comes). 

26. California grape root-worm ( Bromius obscurus ). 

27. Currant or Gooseberry fruit-fly ( Epochra canadensis). 

28. Strawberry crown moth ( Aegeria rutilans). 

29. White-lined sphinx ( Celerio lineata). 

30. Raspberry horn-tail (Hartigia cressoni). 

c. To Garden 

31. Green pea aphis ( Macrosiphum pisi). 

32. Melon aphis ( Aphis gossypii). 

33. Squash bug ( Anasa tristis). 



62 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


34. Harlequin cabbage bug ( Murgantia histrionica). 

35. Bean thrips ( Heliothrips fasciatus ). 

36. Wester 12-spotted cucumber beetle ( Viabrotica soror). 

37. Sugar beet wireworm ( Limonius californicus). 

38. Potato flea-beetle ( Epitrix cucumeris ). 

39. Western radish maggot ( Phorbia planipalpis) . 

40. Variegated cutworm ( Lycophotia margaritosa). 

41. Corn ear-worm ( Chloridea obsolete). 

42. Potato tuber moth (Phthorimaea operculella) . 

43. Imported cabbage worm ( Pontia rapae). 



d. To Forage Crops and Cereals 

44. Devastating grasshopper (Melanoplus devastator). 

45. Oat aphis ( Aphis avenae). 

46. Tarnished plant-bug (Lygus pratensis). 

47. Alfalfa caterpillar ( Eurymus eurytheme). 

e. To Stored Products 

48. Bean weevil ( Acanthoscelides obtectus). 

49. Pea weevil (Bruchus pisorum). 

50. The granary weevil ( Calandra granaria). 

51. The rice weevil ( Calandra oryzae). 

52. Angoumois grain moth ( Sitotroga cerealella). 

/. To Flowers and Ornamentals 

53. Bose aphis ( Macrosiphum rosae). 

54. Green peach aphis (Ehopalosiphum persicae ). 

55. European elm scale (Gossyparia ulmi ). 

56. Greedy scale (Aspidiotus camelliae ). 

57. Ivy or oleander scale ( Aspidiotus hederae). 

58. Greenhouse white fly (Asterocliiton vaporariorum ). 

59. Rose snout-beetle (Ehynchites bicolor). 

60. Mourning cloak butterfly (Euvanesse antiopa). 

61. Thistle butterfly ( Vanessa cardui). 



AGRICULTURAL NATURE STUDY OUTLINES 


63 


2. Beneficial 

a. Attacking Insects 

1. Common red black-spotted ladybird beetle ( Hippodamia convergens). 

2. The vedalia ( Novius cardinalis). 

3. Large syrphid fly ( Syrphus pyrastri). 

4. Parasite of European Fruit Lecanium (Cornys fusca). 

5. Scutellista (Scutcllista cyanea ). 

b. Pollenizers 

1. Blastophaga (Blastopliaga psenes ). 

2. The honey bee (Apis mellifica). Also producer of a very important 
commercial product. 


III. TROUBLESOME WEEDS IN CALIFORNIA FOR STUDY 

IN THE RURAL SCHOOLS 

By PROFESSOR P. B. KENNEDY 

Morning Glory (Convolvulus arvensis). —Occurring first as patches which may 
spread eventually over entire fields if not controlled. Troublesome in 
garden, orchard, and fields. A creeping plant with pernicious underground 
stems. Eradicated by suppression of the leafage which starves the 
rootstocks. 

Johnson Grass (Andropogon halepense). —Troublesome only where winters 
are not severe as in southern California. Has large rooastocks which may 
penetrate to a depth of 4 feet in the orchards and fields. Eradicated by 
severe and continuous pasturing or by same method as morning glory. 

Dodders or Love Vines (Cuscuta sp.). —Parasite on alfalfas and clovers, suck¬ 
ing the nourishment from them for their own use and finally destroying 
and taking the place of the host plant. Remedy, sow clean seed. Eradi¬ 
cation by cutting and burning before going to seed. Reseeding with grass 
or grain or tillable crop for a period of one or two years. Then replant 
to alfalfa, using clean seed. 

Mustards (Brassica sp.).—Some produce as many as 15,000 seeds on a single 
plant. Troublesome chiefly in grains, especially in regions of continuous 
cropping. Seeds will lie dormant in the ground a long time, ten or fifteen 
years, and yet when brought near the surface will germinate. Remedy, 
clean seed and summer fallowing. Harrowing grain when young to destroy 
young and tender mustard plants. Spraying with iron-sulphate. 

Barnyard Grass or Water Grass (Echinochloa crus-galli).— Unusually trouble¬ 
some in rice fields, finally choking rice out. Sometimes three-fourths of 
the rice crop is water grass. Remedy, clean seed and pulling out and 
cutting the plants off below the crown with a hooked knife. Making clean 
and perfect seed bed so as to give the rice plants every chance. 


64 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


Coast Dandelion ( Hypochacris radicata). —Has taken thousands of acres of 
pasture lands on the immediate coast. Remedy, grow grain for several years 
and prevent going to seed. Summer fallowing. Lawns and waste places 
of Berkeley. 

Star Thistle, Napa Thistle, Tocalote ( Centaurea sp.). —Common weeds in 
grain fields. Interferring with harvesting. Lessens the yield. Remedy, 
sow clean grain—prevent seed production. Hand pull where not too abund¬ 
ant. Change to intertilled crop where possible. Clean summer fallow. 

Bermuda Grass ( Cynodon dactylon). —A persistent grass, troublesome chiefly 
in orchards. Portions of the plant separated in cultivation easily root 
and produce new plants. Spreads rapidly. Remedy, repeated shallow plow¬ 
ing so as to expose roots to sun and frost. Sow the land to a crop which 
will produce dense shade which it dislikes, e.g., cowpeas. 

Sour Clover ( Melilotus indica). —A valuable cover crop and at the same time 
a plant which causes great money loss to the wheat grower. A few seeds 
in a sack of wheat will taint the whole sack and make the flour unsalable. 
Remedy, being an annual, control by not allowing to go to seed. Thorough 
cleaing of grain at harvesting. Extremely abundant in California. 

Wild Radish ( Eaphanus raphanistrum') . —Particularly abundant in the coast 
region in oat fields. Looks like a mustard, except that the flowers are 
white or very pale yellow with purple veins, and the pods are constricted 
between the seeds. Remedy, try to stimulate seeds to germinate by culti¬ 
vation and destroy young plants before seeding down to grain. Hand 
pull before seeding. Treatment with iron sulphate not quite so successful 
as with the mustards. Eaten by sheep and goats. 

Mayweed or Dog Fennel ( Anthemis cotula). —Roadsides, fields, vacant lots, 
grain fields, and pastures. Not eaten by stock, hence allowed to multiply 
and take up space where useful forage plants should be growing. Remedy, 
as it is an annual, persistent prevention of seed production will eradicate 
it. In grain fields, in some soils, the seedlings might be harrowed out in 
spring. Ill-smelling foliage, white daisy-like flowers. 

Milk Thistle ( Silybum marianum) . —Recognized by its flecks of white on large 
prickly green leaves. Most abundant in the Bay region, but extending 
north to Mendocino and south to Los Angeles. Troublesome mostly in 
pastures, vacant lots, roadsides. Ordinance against it in Alameda County. 
Remedy, spud below the ground when the plants are young in February. 
An hour’s work at this time will save five later on. Prevent the plants 
going to seed. Plow and put into a cultivated crop. Stock do not care 
for it and so patches in pasture keep getting larger. 

Nut Grass ( Cyperus rotundus). — A sedge resembling a grass which bears little 
tubers on its roots the size of the kernels of a hazel nut. Propagates both 
by seeds and by these nutlets. Troublesome only when it gets into orchards. 
The tubers withstand almost any degree of drought. Remedy, cut the 
stems so as to starve the roots and tubers. Plowing and cultivating seems 
only to give the weed renewed vigor. Hogs are very fond of it and 
will root for the ground nuts. 

Plantain or Buckhorn ( Plantago Lanceolata). —In lawns and waste places 
but especially troublesome in coast pastures. It has a strong perennial 
tap root which penetrates the soil for a foot or more, making it drought 


AGRICULTURAL NATURE STUDY OUTLINES 


65 


resistant. Cattle feed on it when it grows tall enough, but it is bitter 
and not a desirable plant for dairy stock. Sheep eat it and do well on 
it. It occupies space in the pastures that should be growing more valuable 
forage plants. Remedy, change of crop from pasture to grain or an inter¬ 
tilled crop for a period of years before reseeding. Sow clean seed. 

Sour Dock or Sorrel (Bumex acetosella ).—A frequenter of rather dry sandy 
or loamy soils, especially on the coast. It is a strong perennial spreading 
rapidly by means of slender rootstocks. The leaves are decidedly sour 
and disliked by stock. When present in any considerable quantity, it 
usually means a poor or acid soil. Remedy, it dislikes lime so apply heavy 
applications of lime which will encourage other and better forage plants. 
Cultivate the surface frequently and thoroughly so as to expose the root¬ 
stocks. 



Curled Dock (Eumex crispus ).—We often see considerable areas of our pasture 
lands, especially in the low places, occupied by this weed. Unlike the 
sour dock, it has a long tap root. Cattle never eat it, so that it is left 
undisturbed to seed abundantly. Remedy, pull up by the roots when the 
ground is thoroughly soaked by rains or irrigation. Keep cutting just 
below the crown so as to starve the roots. Change from pasture to grain 
or intertilled crops. 



66 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


IV. FLOWERS, SHRUBS, VINES, AND BULBS 

By PROFESSOR R. T. STEVENS 

a. 20 California Wild Flowers 

1. Annuals 
Clarkia elegans. 

California Poppy ( EschscholUia californica). 

Bird’s Eyes ( Gilia tricolor). 

Blazing Star ( Mentzelia lindleyi). 

Farewell to Spring ( Godetia grandiflora). 

Baby-Blue-Eyes ( N emophalia menziesii). 

White Daisy ( Layia glandulosa). 

Wild Canterbury Bells ( Phacelia whitlava). 

Blue Lupine ( Lupimis aflflnus). 

Innocence ( Collinsia bicolor). 

2. Perennials 

Indian Paint Brush ( Castilleja martini). 

Scarlet Larkspur ( Delphinium cardinale). 

Encelia californica. 

Pride of California (Lathyrus splendens). 

Yellow Tree Lupine (Lupinus arboreus). 

White Evening Primrose ( Oenothera californica). 

Scarlet Honeysuckle (Pcntstcmon cordifolius). 

Blue Pentstemon ( Pcntstcmon spectabilis). 

Romero or Woolly Blue curls (Trichostema lanatum). 

California Fuscliia ( Zauschneria californica). 

b . 25 Cultivated Flowers 

1. Annuals 

Cornflower ( Centaurea cyanus). 

Petunia hybrida. 

Shirley Poppy ( Papaver rhoeas). 

Scarlet Flax (Linum perenne). 

Nasturtium (Tropaeolum). 

Sweet Pea (Lathyrus odoratus). 

African Marigold (Tegetes). 

Sweet Alyssum (Alyssum maritimum). 

Verbena hybrida. 

Sea Lavender (Statice sinuata). 

Zinnia. 

Butterfly Flower (Schitanthus wisetonesis). 

2. Perennials 

Candytuft (Iberis sampervirens). 

Coreopsis lanceolata. 

Pentstemon gloxinioides. 

• Gaillardia grandiflora. 




AGRICULTURAL NATURE STUDY OUTLINES 


67 



Shasta Daisy ( Chrysanthemum leucanthemum). 
Larkspur ( Delphinum hybridum). 

Valerian Centranthus ruber. 

Geum coccinea Mrs. Bradshaw. 

Morning Bride ( Scabiosa maxima). 

Canterbury Bells ( Campanula persicifolia). 
Marguerite ( Chrysanthemum frutescens). 

Gaura lindheimeri. 

Hollyhock ( Althea rosea). 



c. 15 Native Ornamental Shrubs 

Catalina Island Cherry (Prunus illicifolia integrifolia). 
Madrone ( Arbutus menziesii). 

Christmas Berry ( Hetcromeles arbutifolia). 

Wild Lilac ( Ceanothus tliyrsiflorus). 

Coffee Berry ( Bhamnus californica). 

Pale Verde (Parlcinsonia aculeata). 

Silk Tassel Bush (Garrya fremontii). 

Sour Berry (Bhus integrifolia). 

Carpenteria californica. 

Matilija Poppy (Romneya coulteri). 

Oregon Grape (Mahonia aquifolium). 

Fuschia-Flowered Gooseberry (Bibes speciosum). 
Monkey Flower (Diplacus glutinosus). 

Snowberry (Symphoricarpos racemosus). 

Sweet-scented Shrub (Calycanthus Occident alls). 

d. 20 Exotic Ornamental Shrubs 
1. Deciduous 

Japanese Quince (Cydonia japonica). 

Weigela (Diervilla Van IJouttei). 

Bridal Wreath (Spirea cantoniensis). 




68 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


2. Evergreen 

Abelia grandiflora. 

Darwin’s barberry (Berberis darwinii). 

Mexican Orange (Choisya ternata). 

New Zealand Looking Glass Plant (Coprosma baueri). 

Cotoneaster franchetti. 

Escallonia montevidensis. 

Escallonia rubra. 

Small-flowered Fuchsia ( Fuchsia magellanica). 

Italian yellow Jasmine (Jasminum humile). 

Australian Tea (Leptospcrmum laevigatum). 

Scarlet Bottlebrush (Melaleuca hypericifolia). 

Common Myrtle (Myrtus communis). 

Black-stemmed Pittosporum (Pittosporum tenuifolium) [ nigricans ]. 

Burning Bush ( Pyracantha coccinca) [ Craetagus ]. 

Evergreen Thorn ( Pyracantha crenulata ) [ Crastagus ]. 

Rapiolepis japonica. 

Veronica decussata. 

e. 25 Vines 

1. Deciduous 
Akebia quinata. 

Boston Ivy (Ampelopsis tricuspidata). 

Virginia Creeper (Ampelopsis quinquefolia). 

Mountain Clematis (Clematis montana). 

Blue Dawn Flower (Ipomoea learii). 

Trumpet Vine (Tecoma grandiflora). 

Chinese Wistaria (Wistaria chinensis). 

Cobaea scandens. 

Wild Pea Vine ( Lathyrus latifolius). 

Snail Vine (Phaseolus caracalla). 

Actinidia Chinensis. 

2. Evergreen 

Australian Pea Vine (Dolichos lignosus). 

English Ivy (Hedera helix). 

Common Jasmine (Jasminum oflflcinale). 

Japanese Honeysuckle (Loniccra japonica halliana). 

Maiden hair Vine (Muclilenbeckia complexa). 

Passion Vine (Passiflora caerulea). 

Tecoma jasminoides. 

Bignonia tweediana. 

Evergreen Grape (Vitis capensis). 

Chile Jasmine (Mandevilla suavolens). 

Potato Vine (Solanum jasminoides). 

Evergreen Ampelopsis (Cissus striata). 

Yellow Jasmine (Jasminum primulinum). 

Carolina Yellow Jasmine (Gelsemium sempervirens). 

f. Bulbs Which May Be Planted Outdoors in Fall for Spring and Summer 

Blooming 

Daffodils or Jonquils — 

Large crown or trumpet type 


AGRICULTURAL NATURE STUDY OUTLINES 


69 


Bicolor 

Yellow 

Short trumpet type 
Incompariblis 
Poet’s 

Double-flowerecl 
N arcissus — 

Polyanthus type—Paper 
white 

Iris — 

Spanish in variety 
German in variety 
English in variety 

Gladiolus — 

Early dwarf types 
Blushing Bride 
Peach Blossom 
The Bride 
America 


V. TROPICAL AND SEMI-TROPICAL FRUITS FOR STUDY IN 

CALIFORNIA RURAL SCHOOLS 

By PROFESSOR IRA J. CONDIT 

Lemon. —Eureka, Lisbon, Villa Franca. 

Orange .—Washington Navel, Valencia, Mediterranean Sweet. 

Grapefruit. —Marsh, Duncan, Triumph. 

Fig. —Calimyrna, Adriatic, Mission. 

Avocado. —Taft, Sharpless, Harman. 

Bate .—Deglet Nur, Thuri, Ilayani. 

Loquat. —Champagne, Advance, Thales. 

Japanese Persimmon. —Hachiya, Tanenashi, Hyakume. 

Guava. — Strawberry. 

Pomegranate. —Wonderful. 







70 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


% 


VI. LIST OF SOME COMMON CALIFORNIA TREES FOR 

STUDY IN RURAL SCHOOLS 

By PROFESSOR W. METCALF 



Pinaceae —Pine Family. 

Sugar Pine ( Pinus lambertiana). 

Western Yellow Pine (Pinus ponder- 
osa). 

Digger Pine ( Pinus sabiniana). 

Knobcone Pine (Pinus attenuata). 

White Fir (Abies concolor). 

Grand Fir (Abies grandis). 

Douglas Fir ( Pseudotsuga tacifolia). 

Cupressacae —Cypress Family. 

Monterey Cypress (Cupressus macro- 
carpa ). 

Incense Cedar ( Libocedrus decurrens). 

Sierra Juniper ( Juniperus Occident - 
alis). 

Port Oxford Cedar ( Chamaecyparis 
lawsonina ). 

Hardwoods or Broadleaved Trees 
Juglandacae —Wa 1 nut Family. 

California Black Walnut ( Juglans cali- 
fornica). 

Fagaceae —Oak Family. 

Valley Oak (Quercus lobata). 

Coast Live Oak (Quercus agrifolia). 

California Black Oak (Quercus kel- 
loggii). 

Lauraceae —Laurel Family. 

California Laurel (Umbellularia Cali¬ 
fornia) . 

Platanaceae —Sycamore Family. 

Western Sycamore (Platanus race- 
mosa). 

Leguminosae —Pea Family. ^ 

Mesquite (Prospis juliflora). 

Black Locust ( Robinia pseudacacia ). 

Sapindaccae —Buckeye Family. 

California Buckeye (Aesculus California). 

Aceraceae —Maple Family. 

Broadleaf Maple (Acer macrophyllum ). 

California Box Elder (Acer Negundo [ Californium ]) 

Ericaceae —Heath Family. 

Madrona (Arbutus menziesii). 


AGRICULTURAL NATURE STUDY OUTLINES 


71 


VI. CLASSES OF SOIL 

By PROFESSOR C. F. SHAW 

Soil. —The soil is a mass of finely ground and altered rock material mixed 
with a small amount of decaying organic material (or humus). Rocks are 
chipped and broken by alternating heating and cooling, are worn away or 
dissolved by water and are worn and altered by air. 

Sedentary Soils are those in which the material has not been moved or 
transported from the place where it was formed. 

Residual Soils are sedentary soils formed by the accumulation of soil 
material through the decay and pulverization of rocks. Residual soils in 
many ways resemble the rocks from which they are formed. 

Cumulose Soils are sedentary soils that are formed by the accumulation 
of decayed plant remains. Peat and muck are those most commonly found. 

Transported Soils are those in which the soil material has been carried 
some distance from its origin and deposited in a new location. 

Alluvial Soils are those that have been moved and deposited by water. 

Physical Character of Soils 

- Sand. — Sand is loose and granular. The individual grains can readily be seen 
or felt. Squeezed in the hand when dry, it falls apart when the pressure 
is released. Squeezed when moist it will form a cast, but will crumble 
when touched. 

Sands are classified as coarse, medium, fine or very fine sands, depending 
on the size of the grains that compose them. 

Sandy Loam. —A sandy loam is a soil containing much sand but which has 
enough silt and clay to make it somewhat coherent. It has a gritty feel, 
and the sand grains can readily be seen. Squeezed when dry, it forms a 
cast which can be easily broken, but if squeezed when moist, a cast is 
formed that can be handled carefully without breaking. 

Sandy loams are classed as coarse, medium, fine or very fine sandy 
loams, depending on the size of the grains that compose them. 

Loam. —A loam is a soil having an even mixture of the different size grades 
of sand and of silt and clay. It is soft and mellow with a somewhat 
gritty feel, yet fairly smooth and rather plastic. Squeezed when dry, it 
forms a cast that will bear handling, while the moist cast can be handled 
very roughly without breaking. 

Silt Loam . — A . silt loam is a soil having little sand and only a small amount 
of clay, over half of the grains being of the size called “Silt.” It may 
appear quite cloddy but the lumps can be readily broken, and when 
pulverized it feels soft and floury. Either dry or moist it will form casts 
that can be freely handled without breaking. 

Clay Loam.—A clay loam soil in the field is dense 'and compact and breaks 
into clods or lumps. These are hard to break when dry, but when moist 
can be pinched between the thumb and finger to form a thin ribbon. The 
moist soil is plastic and does not crumble readily. 


72 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


Clay .—A clay soil is dense and compact, forming very hard lumps or clods. 
It is composed of very fine particles, which stick together to make a very 
plastic or putty-like mass when wet. The soil can be pinched out to form 
a long, flexible “ribbon.’’ 

Adobe .—The term “adobe” indicates a structural condition. Any soil that 
will shrink on drying and break into blocks with wide cracks is called 
an adobe. Most adobes are clay adobes but there are clay loam adobes, 
and even sandy loam adobes have been found. 

All of the above classes of soil, if mixed with a considerable amount of 
gravel, or of stone, may be classed as gravelly sandy loam, gravelly clays, etc., 
or as stony sandy loams, etc. Sandy clay, or sandy clay loams may also occur. 

Alkali is a term applied to the accumulation of soluble salts in the soil 
in injurious amounts. “White” alkali is made up mainly of sodium chloride 
or common salt and sodium sulphate or glauber’s salt. “Black alkali” occurs 
when there is present a quantity of sodium carbonate or washing soda (sal 
soda). Alkali accumulates wherever there is poor drainage, and where there 
is more water leaving the soil by evaporation than goes down through it 
during rains. 

Alkali can sometimes be made harmless by the application of chemicals, 
but the most satisfactory method is to remove it by draining and washing the 
salts out. 


VIII. COMMON VARIETIES OF FRUITS 

By PROFESSOR R. H. TAYLOR 


Almonds 
Nonpareil 
I. X. L. 

Ne Plus Ultra 
Drake 

Walnuts 

Franquette 

Eureka 

Placentia 

Pecans 
Stuart 
Schley 
Success 
Moneymaker 
Chestnuts 
Paragons 
Boone 
Rochester 
Filberts 
Du Chilly 
Barcelona 
D’Alger 
Aveline, Red 



Apples 

Yellow Newton 
Delicious 
Baldwin 
Ben Davis 
Rome Beauty 
Winesap 
Gravenstein * 


Yellow Bellflower 
White Pearmain 
Red Astrachan 

Peaches 

Elberta, free, Shipping 
Crawford, free, Shipping 
Muir, free, Drying 
Lovell, free, Drying 




AGRICULTURAL NATURE STUDY OUTLINES 


73 


Tuscan, cling, Canning 
Phillips, cling, Canning 
Pears 
Bartlett 
Winter Nelis 
Comice 

Quinces 

Champion 

Orange 

Nectarines 

Stanwick 

Boston 

Plums 

Wickson (Jap) 

Climax (Jap) 

Grand Duke 
Diamond 


Prunes 

French 

Robe de Sargent 
Imperial 
Sugar 
Cherries 

Napoleon Bigarreau 
(Royal Ann) 
Black Tartarian 
Bing 

Black Republican 

Apricots 

Royal 

Blenheim 

Moorpark 

Plumcots 

Rutland 


Strawberries 

Jessie 

Dollar 

Longworth 

Oregon 

Marshall 

Raspberries 

Cuthbert 

Blackberries 

Lawton 

Mammoth 

Himalaya 

Loganberries 
Logan 
Phenomenal 
Huckleberries (Wild) 
Salmon Berries (Wild) 


IX. COMMON CALIFORNIA BIRDS 

By PROFESSOR HAROLD C. BRYANT 

The following birds have been selected from more than five 
hundred different varieties found in California as being those most 
commonly met with. As a cheek list of the commoner birds this list 
will be helpful but for more detailed descriptions and habits resort 
must be made to various books on birds. It should be remembered 
that not all of the birds here listed are to be found in one locality or 
at one season of the year. 

Western Gull ( Lams occidentalis). —The commonest gull found along the 
California coast; recognized by its slaty-gray back and wings, black wing- 
tips and white head and underparts; young gulls are brownish with under¬ 
parts streaked. Permanently resident, nesting on the Farallone Islands. 
A valuable scavenger. 

Great Blue Heron ( Ardea lierodias herodias). —A large, bluish bird with ex¬ 
tremely long legs usually seen wading at the edges of shallow ponds. Per¬ 
manently resident. Valuable as a destroyer of pocket gophers, which it 
catches by watching the gopher hole like a cat. 

Mallard ( Anas platycynchos) .—Male, with green head, white neck-ring, and 
chestnut breast; female, dark brown streaked with lighter brown; both 
sexes with metallic purple patch on wing. Usually seen on or around ponds, 
lakes, or streams. Permanently resident. Considered our best table duck; 
feeds on grain and seeds of acquatic plants. 

Coot or Mudhen (Fulica americana). —Slate-colored, with white bill; the com¬ 
monest species of waterfowl found on lakes and ponds. Permanently resi¬ 
dent. Feeds on grains, seeds, and other vegetable matter; inferior to ducks 
for the table. 


74 


UNIVERSITY OE CALIFORNIA-EXPERIMENT STATION 


Kildeer ( Oxyechus vociferus). —Back brown; underparts white; black ring 
around neck and black band on breast. Usually seen in the vicinity of 
ponds and lakes; runs rapidly on ground and is noisy on the wing. Per¬ 
manently resident. Feeds on snails, worms, and small insects obtained on 
moist ground. Beneficial to agriculture. 

Valley Quail ( Lophortyx californica). —Helmet-like topknot drooping over 
bill; general tone of coloration gray; white and black markings on head 
and throat; breast slaty; rest of underparts scaled with black; brown spot 
on belly. Usually seen on ground in brushy areas, vineyards, orchards, and 
grain fields. Permanently resident. Food chiefly weed seeds but some 
insects are taken; a fine game bird. 

f 



Western Mourning Dove ( Zcnaiduva viadroura niavgiuclla ).—Olive brown; tail 
long and pointed, broadly tipped with white on each side; sides of neck 
iridescent purplish and greenish. Usually found feeding on ground in open 
fields; when at rest perched in trees. A summer visitant, but winters to 
some extent in southern California. Eats quantities of weed seeds and hence 
is beneficial to agriculture; considered a game bird in California. 

Turkey Vulture or Turkey Buzzard ( Cathartcs aura scptcntrionalis) Large, 
black, with red featherless head. Usually seen flying high in air with 
motionless wings. A summer visitant in northern California, but perma¬ 
nently resident in southern California and in the interior valleys. Valuable 
as a scavenger; feeds on carrion. 

Western Bed-tailed Hawk ( Butco borealis calurus). —Large, brown bird 
uually seen circling high in air with set wings. Permanently resident. 
Valuable as a destroyer of rodent and insect pests; seldom if ever attacks 
poultry. 


AGRICULTURAL NATURE STUDY OUTLINES 


75 


Cooper or Bullet Hawk ( Accipiter coopcri). —A fast flying hawk of medium 
size with light spotted breast, slaty back, and long tail banded with dark 
brown. Usually seen darting with quick stroke of wing near trees and 
thickets or high in air. A permanent resident. This is the real chicken hawk. 
Feeds on birds of all kinds, often preying upon quail and poultry. The 
sharp-skinned hawk is similar to the cooper hawk in coloration and habits 
but is only half its size, and a winter visitant; both are unprotected by law. 

Sparrow Hawk ( Falco sparverius sparverius) .—Small reddish-brown hawk with 
black cheek marks. Usually seen perched on telegraph or fence posts or 
hovering over open fields. Permanently resident. Beneficial as a destroyer 
of grasshoppers, crickets, and mice; seldom if ever attacks birds. 

Barn Owl or Monkey-faced Owl ( Aluco pratincole). —Upper parts finely 
mottled with gray and light brown; under parts white or light brown; face 
whitish. Usually seen in barns, hollow trees, or in the evening flying in 
search of food. Permanently resident. One of the most valuable of birds; 
feeds largely on the pocket gopher; has been known to capture as many as 
fifteen pocket gophers in one night. 

Burrowing Owl or Billy Owl ( Speotyto cunicularia hypogasa ).—Brownish, 
barred with lighter brown and white; legs long for an owl; usually seen at 
entrance to squirrel burrow or perched on fence post. Permanently resident. 
Feeds on mice, ground squirrels, lizards, beetles, grasshoppers, and other 
insects; a valuable ally of the farmer. 

Red-shafted Fucker or Yellowhamer ( Colaptes cafer collaris). —Upper parts 
pinkish brown barred with black; shafts of tail beneath and under side of 
wings, red; black collar; conspicuous white rump patch. Permanently resi¬ 
dent. Feeds largely on ants, as many as 3000 having been found in a single 
stomach; also takes wood-boring insects and small quantities of wild fruit; 
does not injure orchard trees. 

California Woodpecker ( Melancrpes formicivorous bairdi). —Upper parts black; 
under parts and rump white; forehead white; chin black margined with 
whitish; black patch on breast; white patch on wings shown in flight. Per¬ 
manently resident. Usually seen on trunks and branches of trees, especially 
on those of oak. Acorns are the favorite food of this bird; these are stored 
in holes drilled in the bark of trees; ants and other insects are also eaten. 

Pacific Nigiitiiawk ( Cliordeiles virginianus hesperis). —Dusky black, barred 
with gray and brown; white patches on wind and throat. Usually seen in 
the evening flying high in the air or over thickets; flushed from ground in 
daytime on occasions. A summer visitant only. Feeds on flying insects such 
as ants, mosquitoes, flies, and moths; especially valuable as a destroyer of 
moquitoes. 

Anna Hummingbird ( Calypte anna). —Upper parts iridescent green; top of head, 
throat, and ruff metallic pink, bronze and green in male. Usually seen 
poised in mid-air over flowers, gathering food. Permanently resident. Feeds 
on tiny insects and nectar found in flowers. 

Black Phoebe ( Sayornis nigricans). —Head and upper parts blackish; under¬ 
parts white; crest on head. Usually seen about small bodies of water, 
bridges, barns, and houses. Permanently resident. A fine destroyer of the 
common house fly, which it sometimes procures from window panes and 
window screens; other flying insects are also eaten. 


76 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


Western Kingbird or Bee Martin ( Tyrannies verticalis). —Head and back 
grayish; underparts yellow; tail black with outer feathers edged with white; 
a patch of scarlet on crown of head usually concealed by feathers. Usually 
seen in open country or perched on telegraph wires or fences. A summer 
resident. Feeds almost entirely on insects, many of which are injurious; 
when feeding upon bees takes drones rather than workers. 

California Jay ( Aphelocoma calif ornica calif ornica) .—Head and back bright 
blue; breasts and underparts whitish; long tail. Usually seen in orchards, 
thickets, or wooded areas. Permanently resident. Feeds largely on acorns, 
seeds, and fruit but is often destructive to fruit and almond orchards and 
to the eggs and young of song birds and even poultry. The darker blue jay 
with a crest found in the mountains is the Blue-fronted Jay. 



Westren Meadowlark ( Sturnella neglecta). —Above streaked with gray and 
brown; yellow below with black collar on breast; two outer tail feathers 
white; bill about as long as head. Usually seen in open fields on the ground 
but sometimes perched on telegraph poles and fence posts. Permanently 
resident. Feeds on grain, seeds, and insects; as a rule a valuable ally of 
the farmer because of its destruction of insect pests, such as grasshoppers, 
crickets, wireworms, and cutworms. 

Bullock Oriole ( Icterus bullocki). —Top of head, back, and narrow throat 
patch black; white patch on wing; underparts orange yellow in male, lighter 
yellow in female. Usually seen in trees. A summer visitant. The oriole 
eats some fruit but most of the food is made up of injurious insects such as 
black scale and codling moth. 

Bi-colored Blackbird ( Agelaius gubernator californicus). —Male black with red 
patch on wing; female gray, streaked with brown. Usually seen in marshes 
or near tules. Permanently resident. Feeds on grain, weed seeds, and 
insects; sometimes destructive to grain and Egyptian corn. 

Brewer Blackbird ( Euphagus cyanocephalus) .—Male, glossy blue black; white 
eyes; female, brownish; walks instead of hops. Usually seen on ground, on 
lawns, or in fields or orchards, but also perched on pine trees or on telegraph 
wires. Permanently resident. Destroys some grain but usually compensates 
for it by the destruction of grasshoppers, white-grubs, wireworms, cutworms, 
and weed seeds. 

Song Sparrow ( Helospiza mclodia). —Above dark brownish; below whitish con¬ 
spicuously streaked with dark brown; a light streak over eve and a 
light stripe down center of head. Usually seen on ground or in bushes. 
Permanently resident. Feeds almost wholly on weed seeds; a fine singer. 


AGRICULTURAL NATURE STUDY OUTLINES 


77 


Linnet or House Finch ( Carpodacus mexcanus frontalis). —Male with red head 
and lump; otherwise gray, streaked with brown; female, grayish obscurely 
streaked with light brown. Usually seen about houses, gardens, and 
orchards, and about weed patches; often perched on telegraph wires. Per¬ 
manently resident. Destructive to fruit; during the winter feeds on weed 
seeds. Not protected by law. 

English Sparrow or House Sparrow ( Passer domesticus). —Head gray bordered 
with stripes of chestnut in male; back brown streaked with black; under¬ 
parts gray; throat black; female, less brightly colored and lacking black 
throat patch. Usually seen feeding on the ground in streets or about houses. 
Permanently resident. Introduced from England many years ago, it has 
spread rapidly and now is to be found throughout the state. Destroys grain, 
fruit, and vegetables, and drives away native insectivorous birds; a bird 
pest not protected by law. 

White-crowned Sparrow ( Zonotrichia leucophrys). —Ashy gray, the black 

streaked with brownish; a white crown patch bordered by bands of black 
which in turn are bordered on each side with successive streaks of white 
and again of black. Usually seen on ground about brush piles or bushes. 
One white-crowned sparrow, the Nuttall Sparrow, is a permanent resident; 
another, the Intermediate Sparrow, is a winter visitant. Sometimes destroys 
sprouting vegetables and fruit buds, but feeds largely on weed seeds. 

Green-backed Goldfinch ( Astragalinus psaltria liesperopliilus). —Top of head 
black; back olive green; white bar on wing; underparts yellow; often called 
“wild canary.” Usually seen feeding in weed patches but often in gardens, 
orchards, and fields. Permanently resident. A fine singer and valuable as 
a destroyer of weed seeds. 

California Towhee or Brown Bird ( Pipilo crissalis). —Plain brown above and 
below; a bright, reddish brown patch beneath tail. Usually seen feeding 
on ground near shrubery in yards, orchards, or bushy areas. Permanently 
resident. Food chiefly weed seeds. 

Black-headed Grosbeak ( Zamelodia melariocephala). —Head and back black; 
breast and rump cinnamon brown; white patch on wings; female lacks 
black, which is replaced by brown. Usually seen in orchards or in trees 
along streams. A summer visitant. A fine singer and beneficial in the 
destruction of black scale and codling moth; destroys some fruit. 

Cliff Swallow ( Petrochelidon lunifrons lunifrons). —Back bluish black, fore¬ 
head whitish or brownish; a gray collar on neck; chin, breast, and rump 
brown; tail, short and square. Usually seen flying about buildings or cliffs 
where it builds mud nests. A summer visitant. The food is composed of 
flying insects; many mosquitoes are eaten. 

California Shrike or Butcher Bird ( Lanius ludovicianus gambeli). —Above, 
slate gray; below, grayish white; wings black with white patches; bill 
hooked; black stripe through eye. Usually seen perched on tree, telegraph 
wire, or fence post. Permanently resident. Beneficial as destroyer of mice 
and injurious insects which are often impaled on thorns and barbed wires; 
occasionally kills small song birds. 

Western Warbling Vireo ( Vireosylva gilva swainsoni ).—Above, olive gray; 
below, whitish; white superciliary stripe. Usually seen in foliage of trees 
along stream. A summer visitant. Food is made up of insects and larvae 
taken from foliage of trees. 


78 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


Audobon Warbler ( Dendroica auduboni). —Above and below bluish slate 
streaked with black; white patches on wings and on outer tips of tail; a 
patch of yellow on top of head, throat, shoulders, and rump. Usually seen 
feeding in the foliage of trees or capturing insects in the air like a fly¬ 
catcher. A winter visitant; breeds in high mountains. Feeds entirely on 
insects. 

Western Mockingbird (Mimus polyglottos leucopterus) .—Above, gray; below, 
whitish; white patch on wings; two outer tail feathers white. Usually seen 
near citrus orchards, houses, or along arrovos. Permanently resident in 
southern California. Sings at night; eats insects, berries, and fruit. 

Western House Wren ( Troglodytes cicdon parkmani). — Above, brown, finely 
barred with blackish; tail held at angle to body, barred with gray and 
black; below, ashy brown. Usually seen about houses or buildings where 
it nests in holes, or in wooded areas where it nests in cavities. A summer 
visitant except in parts of southern California. Feeds entirely on insects. 

California Bush-tit ( Fsaltriparus minimus californicus) .—Small, gray bird 
with long tail and small bill. Usually seen in flocks (in winter) feeding in 
foliage; individuals of flock keep up constant chatter; builds long hanging 
nests. Permanently resident. Insects harmful to trees such as scale and 
caterpillars form the chief food. 

Wren Tit ( Chamaea fasciata ).—Brownish, long tail held wren-like. Usually 
seen in shrubs or bushes; the call a loud whistle on same pitch, with each 
succeeding note shorter, is often heard in brushy canons. Permanently 
resident. Feeds on insects. 

Western Robin ( Plancsticus migratorius propinquus). —Head blackish; back 
slaty; tail blackish; throat white; breast reddish brown; belly white. 
Usually seen on ground or in trees. Permanently resident in mountains but 
a winter visitant in the valleys. Earthworms, insects, berries, and fruit 
are eaten. 

Western Bluebird ( Sialia mcxicana occidentalis) .—Male, above bright blue; 
throat blue; breast and sides chestnut; belly white; female with gray 
largely replacing blue and chestnut, making coloration much duller. Usually 
seen in open fields, orchards, and wooded areas. Permanently resident. 
Food chiefly insects, many of which are injurious to crops. 


X. COMMON CALIFORNIA MAMMALS 

By PROFESSOR HAROLD C. BRYANT 

California Mole (Scapanus latimanus ).—About 6 inches long; short tail; 
brownish, glossed with silver; no visible ears; minute or rudimentary eyes; 
broad flattened front feet with strong claws. The workings, usually a ridge 
on the surface of the ground, but sometimes a mound of earth, far more 
often seen than the animal itself. The principal food is earthworms, larvae, 
and insects; so far as food is concerned the mole is a benefit but the animal 
often destroys garden truck and is destructive to lawns because of its habit 
of working about among the roots and allowing them to dry out. 

Pacific Pallid Bat (Antrozous pacificus ).—Bats are the only mammals with 
well-developed powers of flight. This bat is of large size (3 inches), large 


AGRICULTURAL NATURE STUDY OUTLINES 


79 


ears, and is buffy brown above and dull white below. Usually seen flying 
about in the air at twilight on summer evenings, but sometimes hanging 
head downward in the daytime in old buildings. Feeds on boring beetles, 
Jerusalem crickets, tomato worm moths, and other injurious insects: wholly 
beneficial. 

California Valley Coyote ( Canis ocliropus). —About 45 inches long; above 
mixed with buffy and black; below whitish tinged with buff; long nose; 
sharp, pointed ears; bushy tail. Usually seen loping across open fields, but 
most often recognized by its peculiar bark heard at night. Feeds on small 
mammals such as rabbits, squirrels and gophers, and on insects; more rarely 
on carrion; destructive to sheep and poultry but often a valuable ally in 
holding rodent pests in check; dangerous as a carrier of rabies. 

Kit Fox ( Vulpes macrotis). —About 37 inches long; grayish buff with buffy 
breast and front legs, and buffy white underparts; tip of bushy tail chest¬ 
nut. Seldom seen, as it prowls about only at night. This is the fox of the 
open country. Feeds largely on small rodents. 

California Coon ( Procyon psora). —Total length about 33 inches; general 
coloration grayish; a broad black band across each side of the face taking 
in the eyes; tail brownish with five to seven rings of dusky or black; tip 
pf tail black. Seldom seen except at night or when trapped; characteristic 
tracks often to be noted along streams or about tule patches. Food includes 
mice, small birds, insects, frogs, fish, and fruit; sometimes destructive to 
poultry. 

Spotted Skunk ( Spilogale phenax). —About 15 inches long; black with four 
parallel white stripes on back; these stripes often broken up into spots; a 
white spot on forehead; terminal third of tail white. Hides in daytime, 
but is often seen moving about at night; sometimes called hydrophobia 
skunk. Feeds on mice, birds, eggs, insects, and grubs; often destructive 
to poultry. 

California Badger ( Taxidea neglecta). —About 29 inches long; stout; grayish 
tinged with brown; a narrow white stripe over head and down back; nose, 
sides of face and patch in front of ear black; foreclaws long and only 
slightly curved. Usually seen seated in front of burrow or digging. Food 
is composed largely of small rodents; beneficial to agriculture. 

California Wild Cat ( Lynx calif ornicus) .—About 32 inches long; above, 
grayish spotted with brown or black; tail short, black-tipped, and with 
black bars; tufts on ears. Occasionally seen in wooded and brushy areas in 
the daytime, but hunts largely at night. Feeds on small mammals and birds 
and on poultry. 

White-footed Mouse or Deer Mouse ( Peromyscus maniculatus) .— About 6 inches 
long; ears large; feet white; grayish brown above, white below; tail blackish 
above.- Usually seen in brushy areas; often lives in nests of the wood rat; 
seldom feeds during daylight. Food is made up of Vegetable material, mostly 
seeds, stems, and leaves of plants. 

Wood Rat or Trade Rat ( Neotoma fuscipes). —About 15 inches long; tail long; 
large ears; above grayish brown, below grayish white; fore feet and toes 
of hind feet, white; tail blackish. Usually seen in brushy areas in close 
proximity to the large cone-shaped piles of sticks which serve as a nest; 
sometimes seen in trees. The food is varied, but made up largely of vege¬ 
table material such as seeds, stems, and leaves of plants. 


80 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


California Meadow Mouse ( Microtus californicus). —About 5 inches in length; 
relatively short tail; small ears; above brownish; below dark gray. Usually 
seen in grassy fields or meadows where a network of runways, some above 
and some below the surface, are in evidence. Feeds on the stems and leaves 
of grass and other plants; sometimes destructive to alfalfa and other grow¬ 
ing crops. 

California Pocket Gopher ( Thomomys bottae). —Six to nine inches long; body 
stout, blackish brown in color; eyes and ears small; prominent incisor teeth; 
external cheek pouches on each side of mouth. Usually seen poking its 
head out of the entrance of, or pulling weed stalks into, the burrow; a suc¬ 
cession of mounds of earth indicate plugged-up entrances to the burrow. 
Food is composed of succulent roots and stems of plants and trees; destruc¬ 
tive to fruit trees, alfalfa, and vegetables, and other growing crops. 



California Ground Squirrel ( Citellus beecheyi). —About 16 inches in length; 
tail long; ears large; above, grayish brown finely spotted with whitish; a 
whitish patch on the sides of the neck extending backward onto the sides; 
tail brownish. Usually seen running or standing picket-like in open fields; 
lives in colonies; burrows characteristic. Feeds on grain, seeds, nuts, green 
plants, and vegetables; destructive to grain and other growing crops; 
dangerous as a carrier of bubonic plague. 

Chipmunk (Eutamias—various species). —Seven to eight inches long; brownish 
with dark stripes along face and five stripes of dark brown down back 
separated by four light stripes. Usually seen in brushy or.forested areas in 
the mountains. Food largely seeds. 

Gray Squirrel ( Sciurus griseus). —About 22 inches long; gray grizzled with 
white; dull white eye ring; tail flattened, long and bushy. Usually seen in 
trees. Feeds largely on acorns and pine nuts. 


AGRICULTURAL NATURE STUDY OUTLINES 


81 


California Jack Eabbit ( Lepus californicus). —About 22 inches long; grayish 
mixed with black and tinged with brown; long ears tipped with black; tail 
black above, grayish below. Usually seen in open fields. Food consists of 
herbage of all kinds; destructive to young trees because the bark is eaten. 

Cottontail ( Sylvilagus auduboni). —About 15 inches long; grayish above; 
throat and belly white; tail grayish above, white beneath. Usually seen in 
brushy areas where open spaces are to be found. Food composed of small 
plants, twigs, and bark; sometimes destructive to young trees. 

California Brush Rabbit ( Sylvilagus bachmani) .—Above, grayish brown mixed 
with blackish and tinged with brown; tail small, tinged with grayish brown 
above and on sides; white below; distinguished from cottontail by darker 
color and shorter ears and tail. Usually seen in thick brush, seldom ventur¬ 
ing far from its shelter. Food largely the stems, leaves, and bark of 
plants; widely used as food. 

Black-tailed Deer ( Odocolleus columbianus) .—Male with antlers; in winter 
grayish; in summer brownish; has shorter ears and is not so large as mule 
deer which is found in the Sierras. * Usually seen in forested or brushy 
areas in coast region north of San Luis Obispo County. Food largely leaves 
and twigs. One of the best large game mammals; about 12,000 deer are 
killed annually in this state. 


XI. REFERENCE BOOKS 

1. Badenoch—Romance of the Insect World. 

2. Bailey—The Nature Study Idea. 

3. Chandler—Habits of California Plants. 

4. Comstock—Hand Book of Nature Study for Teachers. 

5. Comstock—Insect Life. 

6. Coulter and Patterson—Practical Nature Study and Elementary Agriculture. 

7. Essig—Injurious and Beneficial Insects of California. 

8. Grinnell—Our Western Birds. 

9. Hodge—Nature Study and Life. 

10. Holden—Real Things in Nature. 

11. Jepson—Trees of California. 

12. Jepson—A Flora of Middle Western California. 

13. Parson—Wild Flowers of California. 

14. Patterson and Dexheimer—Lesson Plans for Teachers in Nature-Study 

Agriculture. 

15. Payne— California Wild Flowers and Native Trees and Shrubs. 

16. Rogers—Tree Book—Oaks of the Pacific Coast. 

17. Rogers—Among Green Trees. 

18. Wheelock—Birds of California. 

19. Wickson— California Garden Flowers, Shrubs, Trees, and Vines. 

20. Wickson—California Fruits and How to Grow Them. 

21. Wickson—California Vegetables in Garden and Field. 

22. The Nature Library, 15 volumes—Books on Insects, Animals, Trees, etc. 

23. Monthly Bulletin of California State Department of Agriculture. 

24. Weeds— Bulletin California State Department of Agriculture. 


82 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 


STUDY OF PURPOSE, PRINCIPLES, ETC., OF 

NATURE STUDY 

REFERENCES FOR READING AND CLASS DISCUSSION 

1. Bailey—The Nature Study Idea. 

2. Comstock—Hand Book of Nature Study for Teachers. 

3. Coulter and Patterson—Practical Nature Study and Elementary Agriculture. 

I. What Nature Study Is. 

A. Bailey, Chap. I, pp. 1-15. 

1. A movement originating in the common schools for a specific pur¬ 

pose. Name it. See p. 4. 

2. Nature may be studied with either of two objects, p. 5. 

3. Contrast of Nature Study method and formal science method, p. 5. 

4. Evolution of a new intention in Education, p, 11. 

5. Things essential to teach nature, p. 13. 

B. Comstock, Part I. 

1. Observation and object of Nature Study teacher, p. 1. 

2. What nature study should do for the child, pp. 1, 2. 

C. Coulter and Patterson, pp. 1, 2. 

1. Object of Nature Study, p. 1. 

2. Character of material, how determined? p. 1. 

II. What Nature Study Is Not. 

A. Bailey, Chap. Ill, pp. 29-35. 

1. Not the teaching of science—not the systematic pursuit of a logical 

body of principles, p. 30. 

2. Not reading nature books, p. 30. 

3. Not the teaching of facts merely for the sake of facts, p. 31. 

4. Not a program for the teaching of morals, p. 32. 

5. Not the adding of one more thing to a course of study, p. 33. 

III. The Spirit of Nature Study. 

A. Coulter and Patterson, pp. 60-74. 

1. The “atmosphere” of nature study, p. 61. 

2. Value of enthusiasm, p. 61. 

3. Danger of making enthusiasm the only test of an effective nature 

study spirit, p. 61. • 

4. The kind of exactness that kills nature study, p. 62. 

5. The plea for the salvation of enthusiasm, pp. 62, 63. 

6. Value of the open mind. pp. 64, 65. 

7. Need of a spirit of inquiry, pp. 65, 66, 67. 

8. The desire for truth, pp. 68, 69. 

9. Persistence, pp. 70-72. 

10. The special subject, pp. 72-74. 



AGRICULTURAL NATURE STUDY OUTLINES 


83 


B. Comstock, pp. 2-4. 

1. Nature study a tonic for teachers’ nerves. 

2. The only two occupations for a teacher on Saturday forenoon or 

afternoon, p. 3. 

3. How may a teacher find companionship with her pupils and health 

and strength for herself? p. 3. 

C. Bailey, pp. 59-66. 

1. The teacher who hesitates to teach nature study because of lack of 

technical knowledge of the subject, p. 59. 

2. Meaning of “The degree of statement is more important than final 

accuracy if there is such a thing as final accuracy.” pp. 60, 61. 

3. The well drilled young man and the perfect school laboratory, pp. 

62, 63. 

4. The man with an incomplete course, pp. 63, 64. 

5. Distinction between natural science and a science of natural things. 

p. 65. 

6. When teach nature study and why? pp. 65, 66. 

Principles of Nature Study. 

A. Bailey, pp. 37-50. 

1. How nature study may be taught, pp. 37-40. 

2. Factors determining the proper subjects for mature study instruc¬ 

tion. p. 40. 

3. The three steps in the teaching of nature study, p. 42. 

4. The book as a nature study subject, pp. 45, 46. 

5. The teacher and way of teaching more important than the subject 

matter, p. 46. 

6. The mind of the child and the voices of nature, pp. 46, 47. 

7. One of the first things a child should learn, pp. 47, 48. 

8. A common mistake in teaching nature study, pp. 48, 49. 

9. How nature study is not an additional burden to the teacher, p. 49. 

10. Change in procedure as children grow older, pp. 49-50. 

B. Coulter and Patterson, pp. 46-59. 

1. Selection of material, pp. 47, 48. 

2. Activity rather than structure, pp. 48-50. 

3. Definiteness of purpose and instruction, pp. 50, 51. 

4. Value of sketching in connection with observational work. p. 51. 

5. Independent observation, pp. 52, 53. 

6. Unprejudiced observation, pp. 53-55. 

7. Comparison of results, pp. 55-59. 

C. Comstock, pp. 6-14. 

1. When to give the nature study lesson—two theories, p. 6. 

2. The length of the lesson, p. 7. 

3. Newness of lesson versus repetition, p. 7. 

4. Nature study versus object lessons, pp. 7, 8. 

5. Nature study in the schoolroom, p. 8. 

6. Nature study and museum specimens, pp. 8, 9. 

7. Helps in nature study, p. 9. 

8. Pictures and books, charts, blackboard drawings, p. 10. 

9. How to use scientific names, p. 10. 


84 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


10. The use of the story as a supplement to the nature study lesson. 

pp. 10, 11. 

11. Rules for making the field notebook a success, pp. 13, 14. 

a. Especially observe last rule on top page 14. 

12. How to avoid the dangers of the field excursion, p. 15. 

V. Dangers of Nature Study. 

A. Coulter and Patterson, pp. 29-45. 

1. The teacher, pp. 29-31. 

2. What constitutes dead work? pp. 31-33. 

3. Confusion between “terminology” and knowledge, pp. 33, 34. 

4. Meaning of factitious interest, pp. 34-36. 

5. Danger of unwarranted inferences, pp. 36-38. 

6. Danger of sentimentality, pp. 38-40. 

7. Dangers of book dependence, pp. 40, 41. 

8. Use of outlines, pp. 41-44. 

9. Hopeful outlook, pp. 44-45. 

VI. Summary of Educative Results of Nature Study. 

A. Coulter and Patterson, pp. 25-28. 

1. A sustained interest in natural objects and the phenomena of nature. 

p. 26. 

2. Independence in observation and influence, p. 26. 

3. Some conception of what an exact statement is. p. 27. 

4. Some conception of what constitutes proof, p. 27. 

B. Bailey, pp. 50-57. 

1. Its legitimate result is? p. 50. 

2. Gives relaxation from formal school work. p. 51. 

3. Develops personality and encourages thinking, p. 52. 

4. Tends toward simplicity of living. 

5. Puts new force and enthusiasm into the school and the child, p. 52. 

6. Nature study spirit stands for a normal outlook on life. p. 53. 

7. Sets our thinking in the direction of our daily doing, p. 54. 

8. Brings the child into natural relations with the world, p. 54. 

9. Nature study teaching to utilize as a means of education the tools 

a boy or girl naturally uses. p. 55. 

10. Observations on self has a remarkable significance to health, p. 55. 

11. The public and social value of nature study, p. 57. 

VII. Nature Study and Agriculture. 

A. Comstock, pp. 21, 22. 

1. Agriculture cannot be worked out by rules because nature varies. 

p. 21. 

2. Nature study and agriculture based upon the study of life and 

physical conditions which encourage or limit life. p. 21. 

3. Nature furnishes materials and laboratories on every farm. p. 21. 

4. Child in nature study makes progress by understanding laws of life. 

p 21. 

5. Child in nature study learns: 

a. How a plant grows; 

b. Adaptation of roots; 


w 


AGRICULTURAL NATURE STUDY OUTLINES 


85 


c. Work of the leaves; 

d. How flowers are pollinated; 

e. How seeds are scattered and planted, p. 21. 

6. Nature study related to science and has practical lessons of the 

future farmer, p. 21. 

7. “Why not nature study along lines of agriculture solely?” p. 21. 

8. Why not provide recreation for a boy in hoeing corn rather than 

in playing ball? p. 21. 

9. Reasons for selecting wild flowers for beginning nature study of 

plants, p. 22. 

10. Interests of farmers along what lines, p. 22. 

11. Why necessary for the farmer to have a wide knowledge of plants 

and animals, p. 22. 

12. Elements that make the ideal farmer, p. 22. 

13. How may a farmer have a true appreciation of his farm? p. 22. 

14. “ Nature study is the alphabet of agriculture and no word in that 

great yocation may be spelled without it.” p. 22. 

B. Bailey, pp. 93-110. 

1. Difference between education for culture and education for sympathy 

for one’s environment, p. 94. 

2. Agriculture as a livelihood or the expression of the essential relation¬ 

ships of man to his planet home. p. 95. 

3. The primary educational course for the development of the race. 

p. 95. 

4. What constitutes effective living in the open country? p. 96. 

5. Specific agricultural phases of environment need a foundation and 

a base. p. 97. 

6. Nature study agriculture to be approached from an occupational 

point of view or from the educational and spiritual, p. 98. 

7. “All agricultural subjects must be taught by the nature study 

method, which is: to see accurately; to reason correctly, for what 
is seen; to establish a bond of sympathy with the object of 
phenomenon that is studied.’’ p. 100. 

8. Need of a laboratory of living things, p. 101. 

9. Three steps necessary to introduce agriculture into any elementary 

rural school, p. 102. 

10. Means for creating sentiment for agricultural work in schools. 

p. 104. 

11. “Appeal to greater efficiency of the farm alone cannot permanently 

relieve the agricultural status.” pp. 105, 106. 

12. Common schools to be based on the fundamental idea of serving the 

people in the very lives the people are to lead. p. 107. 

13. How the beginnings of the new order are seen. p. 107. 

14. Need of coordinate efforts outside the schools, p. 109. 

C. Coulter and Patterson, pp. 1-4. 

1. “It makes no difference whether we call it elementary agriculture 
or agricultural nature study; it is the same thing and should be so 
understood. It is the study of plants and animals, of soils and 
weather, of natural forces and phenomena, of the interrelations 


86 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


and interdependence of natural objects, of the relation of all 
these to man, and of man’s power in controlling them and making 
them work for his good.” p. 1. 

2. Nature study and elementary agriculture not antagonistic, pp. 1, 2. 

3. How nature study and elementary agriculture may not be justified 

in a system of schools which aims to turn out a higher type of 
man as well as a higher type of farmer, p. 2. 

4. How the elements of agriculture in the seventh and eighth grades 

may fail of greater success, p. 2. 

5. Children rather than the subject must be given the first considera¬ 

tion. p. 3. 

6. Problems must appeal to children not necessarily to adult farmers. 

p. 3. 

7. Study of real objects; not a study about objects. Also doing things. 

р. 3. 

8. Value of nature study work—the prevocational in the first six 

grades is two-fold. p. 3. 

VIII. The Nature of the Child. 

A. Coulter and Patterson, Practical Nature Study and Elementary Agri¬ 
culture. pp. 75-81. 

1. How does the child’s world differ from that of the adult? p. 75. 

2. What desirable qualities may boys and girls acquire through the 

right teaching of nature study? p. 76. 

3. What characteristics do children have in common? p. 76. 

4. Characteristics of children of primary grades, pp. 76-78. 

a. Interested in what? 

b. Ideas, how gained and fixed? 

с. Duration of interests in activities and objects; 

d. The time element in their lives; 

e. Present stock of knowledge, how gained? 

/. What do they know? 

5. How prevent the formation of the gap between home and school? 

pp. 77. 

6. Materials for nature study course in primary grades, p. 77. 

a. What food materials? 

b. What animal and plant life? 

c. Shelter and clothing. 

d. How utilize the activities of the children? 

7. Characteristics of children of intermediate grades, pp. 78, 79. 

a. How are new relations established between them and their 

environment? 

b. What new interests belong to the children of these grades? 

c. Character of the creative instinct? 

d. What new desires have thev? 

e. What must be the general character of the tasks assigned them 

at this age? 

8. Materials for nature study course in intermediate grades, p. 78. 

a. Plant life where found? 

b. Animal life what? 


AGRICULTURAL NATURE STUDY OUTLINES 


87 


c. Natural phenomena and tools. 

d. Appropriate material affords what two oportunities to children 

of these grades. 

e. Value and importance of developing responsibility. 

9. Characteristics of children of grammar grades, p. 79. 

a. Experiences and knowledge. 

b. Laws and living things. 

c. Attitude towards natural processes. 

d. Searching for truth. 

e. Recognition of social order and need of cooperation. 

10. Materials in nature study course for grammar grades, p. 79. 

a. Enjoyment in what kind of work? 

b. Kinds of experiments. 

c. Fundamental relations. 

d. Original designs. 

e. Group classifications. 

11. Opportunity for progressive work. p. 80. 

12. Adaptability to the child always first consideration in choice of 

material and method of presentation, p. 80. 

13. Importance of natural relations, p. 80. 

14. Illustration of organization of material, p. 80. 

15. Fitting the nature work to the needs of the child; “While the hope 

of fitting the nature work to the exact needs of the child at every 
step in his development will, perhaps, never be fully realized, yet, 
if the work is planned and carried out along lines of his growing 
intelligence and sympathies, it will fulfill its mission. It will leave 
the child better equipped to meet the exigencies of life, better 
disciplined, physically, mentally, and morally to do work in the 
world, and it will leave an abiding interest in nature which 
stimulates self-resourcefulness, and makes the world in every 
aspect always a most interesting and enjoyable place of resi¬ 
dence.” pp. 80, 81. 


88 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


LESSON PLANS IN AGRICULTURAL 
NATURE STUDY 

By MISS KHALULA L. BEID 

Graduate Student in Agricultural Education, University of California 

[Some of the plans are given here in the hope that they will prove 
helpful to teachers in the organization and presentation of material.] 

I. First Grade 

The Brewer Blackbird. 

Lesson given during plowing season. 

Aims. (1) To awaken interest in birds. 

(2) To learn to see. 

(3) To learn to listen. 

(4) To learn the bird law and the reason for the same. 

Method of Procedure. 

Did you ever go out into the field and watch your father 
plow ? If so, did you ever notice any birds following the plow ? 
What was the color of the most common bird there? Do you 
know its name? These are blackbirds. We are going to watch 
these birds and see what we can find out about them. In a 
few days I am going to ask you some questions about them. 

What is the color of the blackbird’s eyes. (White.) 

Does he walk or hop ? (Walks.) 

Where did you see these birds besides in the field where 
your father was plowing? 

Does the blackbird sing? If not, what note does it make? 
See if the children can imitate the note. 

Can you tell what these birds eat? Do they always eat the 
same things? (Usually worms, grasshoppers, black beetles, 
white grubs, wire worms, weed seeds, and some grain.) 

Do they eat Or destroy more grain than destructive insects 
and weeds? (No.) 

Do you think we should be allowed to destroy these birds? 
If not, why ? 

We have a state law that protects these birds and all other 
birds that aid the farmers. Tell or read the law to the class. 




AGRICULTURAL NATURE STUDY OUTLINES 


89 


We must not forget this bird. Let us watch and see if it 
stays with us the year around. I am going to ask you each 
month if you have seen a Brewer blackbird and if so, where? 

Poems. Mother Goose Rhyme (Four and Twenty Black¬ 
birds). 


II. Second Grade 

The Nasturtium. 

Aims. (1) To teach the common cultivated flowers and their use. 

(2) To teach the relation of insects to flowers. 

(3) To impress the names of the parts of the flowers on 

the children. 

(4) To get the children to observe flowers from bud to 

fruit. 

Materials. Each pupil provided with: 

Piece of plant in leaf, bud, and flower. 

Piece of plant in leaf, flower and seed. 

Method of Procedure. 

Does any one in the class know the name of this flower? 

-, you may tell us its name. How do you know 

the flower? Can any one else in the class tell me how they 
know it from other flowers? When I was a child we used the 
leaves for cups and we called the water we put in them silver. 
Try it some time and see if it does not look like drops of silver; 
of course we knew the names of our cups. 

Let us examine the petals of the flower. What reason can 
you see for the broader upper petals ? The overlapping of the 
edges of the petals? Of what does it make you think? (The 
roof of a house.) 

Can you see any reason why it opens at the side instead 
of at the top? (The rain can not get in and spoil the nectar 
and the pollen.) 

How are the buds protected? Are the sepals of any use 
to the flower after it blossoms? Of what use? In which is 
the stem longer, the full-sized blossom or the tiny bud? Can 
you think of any reason why the blossom should have the 
longer stem? (To attract bees the blossom must be well above 
the leaves. The bud has nothing to offer to the bees and 
humming birds.) 

Notice all the changes in the flower, the drying up of the 
petals and the sepals, and the falling of the same, the growth 
of the inside of the flower, the ovary, until it finally matures 



90 UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION ' 

and turns brown. Where did you find the blossom, above or 
below the leaves ? Where do you find the ripening seed ? How 
did they get down there? (The children will notice that the 
stem has twisted in a curious way so as to bring the seed pod 
under the leaves.) Can you think of any reason for this? 
(Perhaps it is to make room for the flowers or to protect the 
seeds from the rain and the sun and from enemies that might 
like to eat them.) Taste of one of the seeds not yet ripe. 
What do you notice? Is it well for the seed that it has a 
spicy taste? Of what use is the seed to us other than giving 
us new plants? How many seeds in one pod? How are the 
seeds scattered? Will plants come next year from these seeds 
that are scattered? (The home of this plant is in a warm 
country where the plants do not freeze after they sprout. It 
cannot bear the cold springs of the eastern states but in Cali¬ 
fornia will lie in the ground all winter and come up in the 
spring.) 

Describe the leaf. The stems of the young and of the older 
leaves. Of what use are the leaves to the little buds and to 
the seed pods? 

Out-of-door Study 

To note variety in color of the different flowers; the variety 
in one blossom; the marking of the petals. 

What colors do you find among our nasturtium flowers; are 
they solid or mixed? See how many colors you can find in 
one flower. Do the colors blend well together ? What besides 
people does the color attract? (Bees and humming birds.) 
Notice what these do when they come to the flowers. Find what 
it is they are seeking in the heart of the flower. (The juice 
in the long sac.) We call that the nectar. Taste of it. How 
do you like it? See if the sac is full. How can the humming 
bird reach it? the bee? Watch a bee as it leaves a flower. 
What is it carrying away? (Yellow dust.) On what part 
of its body does it carry it ? From what did it come ? Where 
does the bee go on leaving this blossom? Watch to see. 

Notice in what direction the lines on the petals extend. 
Can you think of any reason for this? (They show the bees 
the way to the nectar.) 

Did you ever arrange a bouquet of these flowers? What 
do they look best in? Let us pick some of these flowers and 
arrange them. Do you think they will look different tomorrow ? 


AGRICULTURAL NATURE STUDY OUTLINES 


91 


III. Third Grade 
Study of Parts of Seed — Spring — 

It is a good plan in the study of the seed to have the 
children make booklets. Each time a lesson is completed the 
children make drawings and label the parts. This correlates 
well with drawing. Short sentences may be written about the 
seed and the language lesson for the day is provided. The 
gradual collecting of pages for their booklets is a continuous 
joy to the children. A cover is designed, some stage in the life 
history of the seed being used. The name of the booklet is 
chosen by the class. 

The study of soils is taken up at about the same time; the 
children thus see the different effects of different soils upon 
growth. 

Two days’ lesson plans are here given; an introductory talk 
on seeds has preceded these lessons. The study should be 
continued at least until the true leaves have appeared and the 
food in the cotyledons is used. 

Aim. To learn the parts of a seed in order to understand germin¬ 
ation. 

Material. Lima bean and pea seeds. Drawing paper, cut to 

shape of booklet, ruled place for heading. Pencil. 

First Lesson 

Method of Procedure. 

Provide each child with a lima bean seed. (This is large 
and the parts can easily be seen by the child.) Discuss the 
size of the seed. Is it large or small? What is its color? 
What is its shape? Are all bean seeds shaped alike? Can you 
find any marks or scars on the bean seed ? What do you think 
caused the scar? (Have dried pods containing beans ready 
to show the children to prove their statement.) Look closely 
at this scar. What do you find near it? (Tiny dot like a pin 
head.) What do you think is its use? (The children may not 
get the idea that it is to admit water; if not, tell them we will 
try to find out in tomorrow’s lesson.) 

Give the children each a piece of drawing paper. Have a 
model on the board in order that the children may know how 
to place the drawing on the paper. Have them print in the 
ruled heading, 4 ‘lima bean.” Draw the bean natural size. 


92 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


Label the scar. Collect the papers. The names of the pupils 
are written on the opposite side of the paper in lower left-hand 
corner. 

Now give the children a pea seed. How does it compare in 
size with the bean ? How does it differ in shape ? Is the color 
the same? What is the color? What was the color of the 
bean? Do you find a scar on this seed? Does the pea seed 
grow in a pod ? It is advisable if time will permit to compare 
with such seeds as the squash and corn seed, to note the different 
positions of the scar and bring out the idea that all seeds are 
not found in pods but only such seeds as those of the legume 
family. 

The seeds are now put into a glass of water that is passed 
around and study continued the next day. 

Lesson Two 

Dry and moist seeds are passed out. What has happened 
to the soaked seed? (It has swollen.) What has caused this 
swelling? (Water.) How did the water get into the seed? 
Some of the children will discover that the water entered at 
the little dot near the scar. Have the children squeeze the 
seed so that they can see that the water entered at this point. 

Next examine the seed for its parts, ending with the fact 
that there is a connection between the opening and the embryo. 

Let us open the seed. What do you find on the outside? 
(Skin-like covering.) What is its use? (To protect inside. 
Bring out the use of skin on your own bodies and the same 
uses.) Notice the two thick portions that are found under 
the coat; these are called cotyledons. What holds the cotyl¬ 
edons together ? 

Let us open another bean seed beneath the small opening 
near the scar and see what we can find there. The children 
will discover the tiny embryo. Tell them that we will watch 
this embryo and see of what use it is to the plant. 

Pass out drawing paper used the previous day. Draw a 
soaked seed. Label. Draw the two cotyledons and label. 
Collect papers. 

Compare the pea seed with the bean seed as in Lesson I. 

Seeds are now placed in wet sawdust for further study, also 
in pots containing different types of soil. 


w 


AGRICULTURAL NATURE STUDY OUTLINES 


93 


IV. Fourth Grade 

The Honey Bee. 

The study of the honey bee will involve a series of lessons, 
such as life history, influence of bees on the pollination of 
flowers and fruits, value of insects in cross pollination, bee 
culture in the neighborhood, management of a hive of bees, etc. 

I would start my work on bees first, with outdoor study to 
arouse interest, then study of the external structure of the 
bee, providing no lessons have been given on external structure 
of an insect. 


First Lesson 

Aim. To create interest in the honey bees. 

Materials. Bottles contining a honey bee, a house fly, blue bottle 

fly, wasp, hornet, ant, bumble bee. 

Method of Procedure. 

Did you see any bees on your way to school this morning ? 
What were they doing ? What flowers were they on ? Did you 
see any pollen on their bodies ? Where ? What do you suppose 
they do with the pollen? Where do they find their honey? 
(Through such questioning the range of knowledge of the class 
is learned.) 

I wonder if you all know the honey bee when you see it 
close at hand. We are going to have a game and see if you do. 
I have six numbered bottles here. I am going to pass them out; 
examine them closely, and when we finish you can tell me which 
number contains the bee. Do not tell your neighbors. 

You should watch the bee if you want to know his ways. I 
am going to ask you a great many questions and we shall see 
who is little 11 Sharp Eyes” in this class. 


Lesson Two 

Aims. (1) To know a true insect in adult stage. 

(2) To know the bee in order to connect its habits with 
its structure. 

Materials. Hand lens, dry worker bees, chart of parts of honey 

bees, chart of parts of honey bee, the worker. 


94 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


Method of Procedure. * 

Give each child a bee. Tell them to be careful not to break 
her. We are going to examine the honey bee today and see 
what we -can find out about her. Let us see how many big 
divisions the body is made up of. (Three.) These parts each 
have a name, the head, the thorax, and the abdomen. (Show 
large chart with these three parts named.) 

Let us examine the head. What do you find here that you 
find on our head? (Mouth parts and eyes.) We will look at 
these more closely after a while. What do you find in front of 
the eyes? (Answer probably “hair-like affairs.”) These are 
called antennae. Who in the class can tell their use? (Touch 
and smell, probably hearing.) 

What do you find fastened to the thorax? (Legs and 
wings.) How many pairs of legs do you find? How many 
pairs of wings? If you look closely you will see that the thorax 
is divided into three parts and on each of these parts is found 
a pair of legs. To what segments of the thorax do you find the 
wings fastened ? 

The abdomen or the last segment of the body forms the 
sting, which you all have felt, even if you have not seen it in 
your lifetime. 

We will now see who can tell what they have learned about 
the adult bee today. The bee is a true insect. In the adult 
stage we find that its body is made up of three parts: the head 
containing the eyes, mouth, and antennae; the thorax containing 
two pairs of wings and three pairs of legs (six legs) ; and the 
abdomen. 


Lesson Three 

Take up eyes—study with lens—antennae, legs (feathery 
hairs,—pollen sac) body covering, and sting. 

Books for Teacher. 

Hodge, Nature Study and Life. 

Kellog and Doane, Economic Zoology. 

Margaret Morey, The Bee People. 

John Burroughs, Birds and Bees. 

Poem. ‘ ‘ The Busv Bee. ’ ’ 


AGRICULTURAL NATURE STUDY OUTLINES 


95 


V. Fifth Grade 

Heat from Friction. 

Aim. To bring out different methods of producing heat from 
friction. 

Introduction. 

When I rub these two sticks together, they say there is 
friction between these objects. Try rubbing your hands 
together pressing them firmly against each other and moving 
them rapidly. How do thej^ feel? Why do persons rub their 
hands together in cold weather?. Rub a coin on your coat 
sleeve. What happens? What do we mean by a “hot box” 
in your wagon ? (The bearings of the wheels become so hot that 
they are set on fire.) What caused this? (Friction.) How 
does your father overcome friction in the bearings of his 
machinery? (By oiling them.) What is the name given to 
this oiling? (Lubricating.) 

What use was friction to the Indians? (Depended upon it 
for fire.) What did they use to take the place of matches today ? 
(Rubbed two sticks together.) Did you ever try to do this? 
What success did you have? How many in the class have read 
the “Two Little Savages,” by Seton-Thompson? Read it and 
find out the trouble they had in making fires. We will try an 
easier way than this. 

The following experiments are taken from Rowell, Elemen¬ 
tary General Science. I should have the teacher or some pupil 
demonstrate. 


Experiment 1. Primitive Fire-making. 

Materials. Two blocks of wood 2"x4"x6", circular wooden rod 7" 

long and pointed at both ends, a bow and string, 
lubricating oil or grease. 

a-. Bore a hole part way through the blocks at their center 
points. Wind the string of the bow around the wooden rod 
once. Lubricate the hole in the top block but put nothing in 
the lower block. Place the rod in the holes. Bear down hard 
on the top block and move the bow backward and forward very 
rapidly. You may not be able to make the lower block burn 
but you should be able to make it smoke. Does the hole in 
the upper block become equally hot? Why? This apparatus 
is called a fire drill; and this method of obtaining fire was 
used in olden times. 


96 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


What other method have you read that the ancients used in 
making fire? (Flint and steel.) Flint is a very hard stone 
and when it is struck against iron or steel it removed little 
pieces and the friction is so great that they become almost 
white hot. What did they strike these flints over? (Small 
pieces of wood, fiber, or linen.) , What did they call the 
material that caught on fire? (Tinder.) 

Who has ever heard of the flint-lock guns ? Can you explain 
how they worked? (The hammer of the gun carried a piece 
of flint and as it fell it touched a piece of steel sending a 
shower of sparks down into the powder.) 

Experiment II. The flint and steel Gaslighter. 

Material. A friction gaslighter ($.15 at any 5c, 10c and 15c 

Store.) Alcohol, piece of cloth. 

a. Examine the lighter, noticing the steel file and the 
material which rubs against it. This is not flint, but the action 
of the lighter is very much like the old flint and steel. 

b. Make sparks with the lighter. To do so, quickly rub 

the parts together. Feel of the sparks. Are they hot ? Make 

% 

the sparks in illuminating gas. Does the gas light ? If there is 
no gas try lighting a piece of cloth which it very wet with 
alcohol. Do gas and alcohol have to be very warm in order to 
burn ? 

Matches. What is the modern way of obtaining fire ? How 
do you light a match? What causes the match to light? So 
the modern way is much like the ancient way after all. The 
only difference is that the material in the head of the match 
begins to burn at a very low temperature, just as gas and alcohol 
were set on fire by sparks which were not noticeably hot. As 
soon as a match begins to burn its temperature rises to more 
than 1000° F. 

Why should we be careful where we put our matches and 
what we keep them in? (Because they are so easily set on 
fire, children and mice both can do harm with them.) It is 
best to keep your matches in a dry tin box out of the reach 
of small children. 


AGRICULTURAL NATURE STUDY OUTLINES 


97 


VI. Sixth Grade 

Grape Cuttings . 

Aims. (1) To create observation. 

(2) To get the children interested in the crops produced 

in the district. 

(3) To learn the proper methods of grape propagation. 

Materials. One year old canes. Different types of grape cuttings 

made by local horticulturist. 

Method of Procedure. 

This lesson will take the form of a general discussion. The 
teacher asks questions and the children find out the answers, 
through home observations and questions. Ask the children 
how they get their new plants for their vineyard. Most child¬ 
ren know that they get them from cuttings. "Why are not seeds 
used to produce the new plants? (Several reasons: they never 
produce plants so good as the parent; they are likely to come 
up staminate, therefore bear no fruit; do not come true to 
variety. We do use seedlings to get new varieties, you will 
learn about that later. At present we will study the cuttings.) 

What do we mean by a cutting? (Part of the mother or 
parent vine.) 

How should we select our cuttings? (From the best bearers 
-—the most vigorous vines.) 

When should we mark our vines for cuttings? (During the 
bearing season; we then know the variety and whether it pro¬ 
duces good fruit and in abundance.) 

What is a good cutting? (One selected from a one year 
old cane of moderate thickness near the base of the cane. Best 
with three nodes and three or four buds.) 

What kind of cuttings are made in this vicinity? The 
following cuttings may be told about: 

1. Ordinary cuttings—A piece of one-year-old cane with 
three buds. 

2. Hammer cutting—Ordinary cutting with a piece of old 
cane. (If lump does not heal up well it is liable to 
decay.) 

3. Heal cutting. (Name suggests kind.) 

4. Ox foot cutting. (From end of the arm.) 

What is the usual length of a cutting? (About ten inches; 
it is not necessary to have them any longer as they will not 
be any deeper rooted. Feeding roots exist at an upper and 




98 


i 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 

lower limit, wherever the soil is suitable but not where it is too 
moist or dry; these roots will fill the space wherever the suitable 
soil conditions exist.) 

Does the condition of the soil we plant our cuttings in make 
any difference how deep we are to plant them? (Yes, plant 
shallow in wet soil, about medium depth for good soil, deep for 
dry soil. It is best to pick out the best soil on your farm and 
plant your cuttings there.) 

How are the cuttings placed in the soil? (Vertically, easily 
staked, cultivated, and handled during the dry season.) Dem¬ 
onstration of making of cuttings by some outside man if pos¬ 
sible. 

What is the best time to make cuttings? (In December, 
as they must be kept in good condition until March.) 

How do we keep them? (Best kept in a bed of sharp sand; 
if kept in a cellar use moss and charcoal. The sand bed is 
kept under cover in order to control moisture conditions. It is 
best to have the very purest of sand, as it contains less moisture; 
we should not have more than 2 to 3 per cent of water in the 
sand.) 

Do we always use the cuttings for the new plants? (No; 
they are often used for grafts, but we will not consider that 
now.) 

When do we take the cuttings out of the sand? (In the 
early spring and at just what time will be determined by the 
soil they are to be planted in. In dry, sandy soil, with no 
chance of rain, plant from February 15 to March. In heavy 
soil, March or April, as a rule, according to condition of soil 
and location. Remove the cuttings from the soil about two 
weeks before planting, soak in coal oil not less than two days 
nor more than three days, then place the cuttings in a pile of 
sand in an upright position; the sand must contain 8-12 per 
cent moisture. This is called stratification. Through the heat 
maximum, air, and water a callus is formed, the buds swell 
and dormant roots start.) 

Where does your father place his cuttings after stratifica¬ 
tion? (Some will say directly in the vineyards; others in a 
nursery.) 

Why does he plant them directly in the vineyard ? (Cheaper 
and permanent to some extent.) 

What are the disadvantages of planting directly in the 
vineyard? (Many of the cuttings die, so must plant next year. 


AGRICULTURAL NATURE STUDY OUTLINES 


99 


Unevenness in vineyards by having different ages of vine. It 
is difficult to get rid of weak vines. We lose the use of the land 
for the year. Does not get the care as in the nursery.) 

Why plant your cuttings in a home nursery? (Possible to 
select own stock; also give the best care and get better plants.) 

How prepare your soil for planting? (Turn your soil in 
at least 15".) 

Plow do you plant ? (If planting in your home nursery and 
not directly in field, use the plow. Stretch a line for cuttings, 
make a furrow with the feet, throw out a little more soil, fill 
out, stretch the line again and make another furrow. Two- 
thirds of the work is done with the plow.) 

How far apart do we plant? (Varies with soil from 2" 
to 24". One square foot is the maximum amount of soil the 
vine needs.) 

For from 2,000 to 3,000 cuttings dig a trench with a spade 
and use the above method. 

Plant the vine with a dibble in loose soil. 

Use from 5* 10, 15 gallons of water on each cutting immedi¬ 
ately after planting and two or three days after, cultivate to 
conserve the moisture and keep down the weeds. Stop the 
irrigation and cultivation early in the fall to allow the vine 
to ripen and become dormant. 

References. 

California Experiment Station. 

Bulletin No. 197—Grape Cuttings in California. 

Bulletin No. 241—Vine Pruning in California, Part I. 

Bulletin No. 246—Vine Pruning in California, Part II. 

Circular 26—Selection of Vine Cuttings. 

Circular 76—Hot-room callusing. 

VII. Seventh Grade 

1. Vines—To be taken after botanical study of vines. 

Aim. To bring out the value of vines in the home ground. 

Material. Pictures showing the correct uses of the vines. 

Method of Procedure. 

One of our great landscape men, Miller, says that the climb¬ 
ers are the most valuable of all ornamental plants because they 
are the only ones that have the power to transform ugliness 
into beauty. Let us see in how many ways we can use them. 
They are used to conceal, to mantle, to screen, to frame, to 
cover, to shade, to protect, to transform, to beautify. How 
may not vines be used? 



100 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


How shall we select our vines? (We should choose those 
vines which best suit the situation.) We should first start 
with the house. Are we going to use our vines here? If so, 
then which ones and why? Is our house brick or wood? 
Which of these is the easier to manage? (The brick, as vines 
seem best fitted to the material; also not destroyed so readily. 
A wooden house is apt to look smothered and damp, especially 
when covered thickly with vines.) 

We will see what to do with the walls of our house first. 
Here we must consider two things, first, the architecture and 
second, the building material and the fitness of the vine used. 
If our house is well built and of beautiful architecture, we 
shall select a slender, decorative vine that produces a light, 
open tracery. Here we do not want to hide the house. What 
vine that we have studied is of this type? (Boston Ivy.) 
If the architecture is poor and ugly, we shall use vines to 
cover up the lines—those that make a dense screen. Give an 
example. (Virginia Creeper.) (Show by picture.) 

If our house is of wood, what should we be careful of in 
our selection? Some vines destroy wood, others are so heavy 
that they tear and break down. Who in the class knows of 
a wood-destroying vine? (English Ivy, Japanese Ivy.) The 
heavy vines are wistaria and trumpet creepers. Any other 
vines are good providing they are not grown directly on wood 
or are too heavy. Review vines studied and decide whether 
they are good. 

With brick and stone we shall select any kind that climbs 
directly or without support. Name some vines studied. Here 
we must consider color harmony. How would you like to see 
clematis, Jackmanii, on a red brick in full bloom? Green 
foliage and white flowers are really best here. In our stone 
building, also cement, the backgrounds are light and neutral, 
so colors may be strong. In these cases the vines are selected 
for pure decoration, so that we have to select vines that need 
support as none of the dingers have the beautiful flowers. 
Roses, clematis, panniculata, white wistaria are good. 

We must consider how we are going to get our vines on the 
house if they do not climb directly. Chicken wire fastened 
from the roof to the base is very good where the house is not 
very beautiful. With houses of good architecture it is best 
to put up the wooden trellis of green or the same color as 
the house. A white trellis looks well with a shingle house. 
(Show pictures.) 


AGRICULTURAL NATURE STUDY OUTLINES 


101 


The column is the main thing to think of in the porch. 

are beautiful, do you think we should hide 
them? No, we should do as we did with the walls, use those 
of refined and tracery effects. Here the foliage is of more 
importance than the flower, because the leaf shows off to a 
better advantage on a light background and the flower on a 
dark background. Boston Ivy, Vitis capensis, and cissus 
striata are good. On rough columns the flower is of more 
importance than the leaf. Here the roses, clematis and jas¬ 
mines are good. (Show pictures.) 

If we have a summer house or pergola we use the same 
class of vines as we did on our porch. When the columns 
are heavy and rustic we may use the wistaria, roses, and 
trumpet vine. For light and airy vines use Clematis, Montana 
and Paniculata, Jasminum humile, Jasminum officinales, etc. 
We must keep the vines cut back on the top so that the shade 
is not too heavy. Avoid dead limbs. Be sure the lower parts 
of the vine are not bare. Use other plants to cover the feet. 

Nature has shown us how beautiful plants look on living 
trees. What vines have you seen in the wood growing on 
trees? (Clematis, grape, cucumber.) We should get wisdom 
from nature and plant vines on some of our trees. In planting 
the vine with the living tree place it some distance from the 
base and layer it for a way, then let it climb from the outer 
branches up. Choose vines that are not too stringy or weak. 
Show pictures. Some good combinations are wistaria and 
locust. How are these plants alike? Similar leaf and flower, 
but bloom in succession. Climbing rose and deciduous trees. 
Virginia creeper and elm. Clematis and pitch pine. Lace 
workers, such as the clematis, are best. 

We use vines to take the place of lawn on slopes, embank¬ 
ments, and under trees. Name some vines that are useful 
for this purpose. Hedera helix, lippia canescens, Vinca minor 
and major. 

Finally we must cover our unsightly spots such as old 
fences, barns, garbage stacks, etc. For fences, when quick 
effects are needed, the Kudju vine and cobaea scandens are 
good. The honeysuckles are ideal for pickets in a chicken yard 
and give shade to the fowl beside. Other good fence covers 
are Akebia quinata, wild pea vine (lathyrus latifolius), Austral¬ 
ian pea vine (Dolichos lignosus), maiden-hair vine, Muchlen- 
beckia complexa, Tecoma jasminoides, Bignonia tweediana, 
Potato vine (Solanum jasminoides), etc. 


102 


UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


For covering garbage stacks perhaps the best vines are 
wild cucumber, Japanese hop, German Ivy and the Nasturtium. 
Show pictures. Make a list of the places on your home ground 
where you think vines are needed. We will see if our mothers 
and fathers will let us plant vines there. 

2. Lice on Poultry. 

I. Preparation. 

I am going to make a list on the blackboard, with your 
assistance, of all the common diseases or ailments of poultry. 

II. Presentation. 

The most common ailments of poultry are the parasitic 
diseases. These parasites are lice and mites, and the diseases 
they cause are the ailments which we are going to talk about 
in our lesson today. 

How can we tell that a fowl has body lice? (By examin¬ 
ation.) 

Where do you look on the body? (Look under the wings 
and on the skin about the feather roots, on the abdomen, back, 
neck and head. All fowls are lousy unless treated.) 

AVhat do your fathers and mothers use to keep the lice out 
of the chickens? (If they don’t find this successful, use pure, 
fresh, unadulterated, Persian insect powder. Dust it thor¬ 
oughly into the plumage and work well down to the skin and 
all over the body. • Repeat dusting in ten days. This should be 
effective for three months. Lice breed, on the fowl, in the 
plumage.) 

III. Comparison. 

How do the lice differ from mites? Mites are smaller and 
no not breed on the poultry but in the cracks and crevices about 
the house or under the accumulated droppings. Both are due 
to lack of cleanliness in poultry quarters, although lice appear 
if the poultry are not treated about every three months no 
matter how clean the quarters. For mites use a good liquid 
lice killer for painting roosts and dropping boards. 

IV. Generalization. 

All poultry should be kept in clean quarters and examined 
and treated for lice if healthy fowls are desired. Poultry as 
well as people thrive best under cleanly conditions. 

V. Application. 

Examine the poultry quarters in your home. Find out by 
examination if they are lousy. Ask your mother’s permission 
to treat them. Find out if lousy poultry lay as well as those 
that are clean. 


AGRICULTURAL NATURE STUDY OUTLINES 


103 


VIII. Eighth Grade 

1. Home Project — Beans. 

RECEIPTS 

Total value of marketable beans..lbs. $. 

Value of bean straw. $. 

Total receipts. . 

Net Profit.. $ 

Growing an Acre of Beans: Productive Project. 

I. Shall I grow beans for my project? 

1. Is this section adapted to beans? 

2. Is my soil adapted to bean growing? 

3. Can I control all pests and diseases which prevail in 
this district? 

4. Is there a good prospect for beans paying a profit this 
year ? 

II. What shall be my aim in bean growing? 

1. Shall I grow for vegetable market? 

2. Shall I grow for cannery? 

3. Shall I grow for seed? 

4. Shall I grow dry beans for market ? 

5. Which offers the greatest prospects for returns ? 

6. Which will be the best with my work at home and at 
school ? 

III. How shall I prepare my land? 

1. Has the previous crop treatment left it in a suitable 
conditions ? 

2. What crop should I use to prepare the soil for a future 
bean crop ? 

3. When and how should barnyard manure be used for a 
crop of potatoes? 

4. Can I afford to use commercial fertilizers on my land; 
if so, how much and of what kind? 

5. When shall I plow and how deep? 

6. What other preparation is necessary? 

IV. What seed shall I plant? 

1. What varieties are grown in this district? 

2. Are there better varieties which would suit local condi¬ 
tions and bring better prices ? 

3. Shall I buy local seed? 

4. Shall I pay extra for selected seed? 











UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 


V. How shall I plant my seed? 

1. When shall I plant ? 

2. What is the proper depth of planting and distance be¬ 
tween rows? 

VI. How shall I cultivate my beans? 

1. What purposes of cultivation should I bear in mind? 

2. What cultivation may they need the first week? 

3. What type of cultivation will serve my purpose best? 
Shall I use a hoe? 

4. What weeds must I guard against ? 

VII. How can I control insect pests and diseases? 

1. What are the prevailing insect diseases in this district ? 

2. How can I control these insect pests and diseases? 

VIII. Shall I select my bean seed for the next year? 

1. Shall I mark some promising plants and select seed? 

2. Shall I depend upon the thresher or purchase for next 


year ? 


IX. How shall I handle my bean crop? 

1. When shall I harvest ? 

2. How shall I harvest? 

3. Shall I store my beans or market them direct from the 
field ? 

Record blank for bean project. 


Soil Preparation 


Character of soil. 
Date of plowing. 
Implements used. 
Depth plowed. 


Soil preparation. 

Crop for past three years. 

Date of harrowing. 

Implements used. 

Condition of land when planted, 


Cost of plowing. 


Crop Planting and Cultivation 


Variety of bean used. 

Cost of seed and planting. 
Depth of planting. 

Method of planting. 
Percentage of stand. 


Kind of fertiliser if used. 
Amount of fertilizer per acre. 
Cost of fertilizer. 

Dates of cultivation. 
Implements used. 

Cost of cultivation. 


Harvest and Yield 


Date of pulling. 


Date of cleaning. 
Date of sacking. 


Date of threshing. 


Days from planting to pulling. 
Yield—total. 

How disposed of. 


AGRICULTURAL NATURE STUDY OUTLINES 


105 


Cost of harvest and marketing. 

Approved— 

Student. Age 

P- O. School 

County Teacher 


Estimate the rental of your land and your time at a fair 
valuation. Count all commercial fertilizers at actual cost and 
barnyard manure at what it would bring in the district. 


Eent of land. 
Preparation of seedbed. 
Horse labor. 
Student’s labor. 
Cost of seed. 

Cost of planting. 

Horse labor. 
Student’s labor. 
Cost of fertilisers. 
Total Cost. 


Cost of cultivation. 

Horse labor. 

Student’s labor. 

Cost of pulling. 

Horse labor. 

Student’s labor. 

Cost of threshing. 

Cost of sacking, storing, and marketing. 
Student’s labor. 


2. Composition of Alfalfa and its Use as a Feed for Farm Animals. 

Preparation. 

Name all the green forage and hay crops in this vicinity. 
Which one of these do you consider the most important ? Why ? 

Presentation. 

Our lesson today is the studj^ of the composition of alfalfa 
and its uses as a feed for farm animals. 

Why do the farmers prize the alfalfa so highly? (One 
of the richest forage crops in America. Contains a high per¬ 
centage of protein. A good quality alfalfa hay contains at 
least 15 per cent of protein, 2 per cent fat, and about 25 per 
cent fiber. It is highly digestible and greatly relished by all 
classes of farm animals.) 

Name some different ways it is used in feeding. (As a 
soiling crop, for hay, silage or for pasture. It is one of our 
most valuable green feeds.) 

What animals especially thrive on it as a green food? 
(Cattle, hogs and sheep.) 

Why is it especially good for dairy cattle and young 
animals? (Its high protein content supplies the protein in 
milk; also acts as a tissue builder for young growing animals. 
Its protein content is too high to feed it only.) 

What feeds will you give with it? (Starchy feeds such 
as corn; they are low in protein.) 


106 


UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 






Why does it make a good hog pasture ? (An acre will 
supply sufficient feed for from 10 to 20 hogs and these will 
make good gains with a small grain allowance.) 

Comparison. 

Name some other legumes that are high in protein and 
used as feeds? Why are they not so good as alfalfa? (Alfalfa 
produces heavier and more crops in a season; it is an annual.) 

Generalization. 

Alfalfa is one of the richest forage crops our farmers can 
grow. It is rich in protein. Makes an ideal food for growing 
animals. It also is ideal for dairy cows, as it supplies the 
protein needed in milk. It can be used as an excellent green 
plant for hogs and sheep as well as both beef and dairy cattle. 

Applications. 

Keport on the amount of alfalfa used on your farm. What 
animals do you feed it to? 



STATION PUBLICATIONS AVAILABLE FOR FREE DISTRIBUTION 


BULLETINS 


No. 

253. Irrigation and Soil Conditions in the 
Sierra Nevada Foothills, California. 

261. Melaxuma of the Walnut, “Juglans 

regia.” 

262. Citrus Diseases of Florida and Cuba 

Compared with those of California. 

263. Size Grades for Ripe Olives. 

268. Growing and Grafting Olive Seedlings. 
270. A Comparison of Annual Cropping, Bi¬ 
ennial Cropping, and Green Manures 
on the Yield of Wheat. 

273. Preliminary Report on Kearney Vine¬ 
yard Experimental Drain. 

275. The Cultivation of Belladonna in Cali¬ 

fornia. 

276. The Pomegranate. 

278. Grain Sorghums. 

279. Irrigation of Rice in California. 

280. Irrigation of Alfalfa in the Sacramento 

Valley. 

283. The Olive Insects of California. 

285. The Milk Goat in California. 

286. Commercial Fertilizers. 

287. Vineear from Waste Fruits. 

294. Bean Culture in California. 

297. The Almond in California. 

298. Seedless Raisin Grapes. 

299. The Use of Lumber on California Farms. 
304. A study on the Effects of Freezes on 

Citrus in California. 

308. I. Fumigation with Liquid Hydrocyanic 
Acid. II. Physical and Chemical Prop¬ 
erties of Liquid Hydrocyanic Acid. 
310. Plum Pollination. 

312. Mariout Barley. 

313. Pruning Young Deciduous Fruit Trees. 

316. The Kaki or Oriental Persimmon. 

317. Selections of Stocks in Citrus Propa¬ 

gation. 


No. 

319. Caprifigs and Caprification. 

321. Commercial Production of Grape Syrup. 

324. Storage of Perishable Fruit at Freezing 

Temperatures. 

325. Rice Irrigation Measurements and Ex¬ 

periments in Sacramento Valley, 
1914-1919. 

328. Prune Growing in California. 

330. Dehydration of Fruits. 

331. Phylloxera-Resistant Stocks. 

332. Walnut Culture in California. 

334. Preliminary Volume Tables for Second- 

Growth Redwoods. 

335. Cocoanut Meal as a Feed for Dairy 

Cows and Other Livestock. 

336. The Preparation of Nicotine Dust as 

an Insecticide. 

337. Some Factors of Dehydrater Efficiency. 

339. The Relative Cost of Making Logs from 

Small and Large Timber. 

340. Control of the Pocket Gopher in Cali¬ 

fornia. 

341. Studies on Irrigation of Citrus Groves. 

342. Hog Feeding Experiments. 

343. Cheese Pests and Their Control. 

344. Cold Storage as an Aid to the Market¬ 

ing of Plums. 

345. Fertilizer Experiments with Citrus 

Trees. 

346. Almond Pollination. 

347. The Control of Red Spiders in Decidu¬ 

ous Orchards. 

348. Pruning Young Olive Trees. 

352. Further Experiments in Plum Pollina¬ 

tion. 

353. Bovine Infectious Abortion. 


CIRCULARS 


No. 

70. Observations on the Status of Corn 
Growing in California. 

82. The Common Ground Squirrel of Cali¬ 
fornia. 

87. Alfalfa. 

110. Green Manuring in California. 

111. The Use of Lime and Gypsum on Cali¬ 

fornia Soils. 

113. Correspondence Courses in Agriculture. 

126. Spraying for the Grape Leaf Hopper. 

127. House Fumigation. 

136. Melilotus indie a as a Green-Manure 
Crop for California. 

138. The Silo in California Agriculture.. 
144. Oidium or Powdery Mildew of the Vine. 
148. "Lungworms.” 

151. Feeding and Management of Hogs. 

152. Some Observations on the Bulk Hand¬ 

ling of Grain in California. 

155. Bovine Tuberculosis. 

157. Control of the Pear Scab. 

159. Agriculture in the Imperial Valley. 

160. Lettuce Growing in California. 

161. Potatoes in California. 

164. Small Fruit Culture in California. 

165. Fundamentals of Sugar Beet Culture 

under California Conditions. 

166. The County Farm Bureau. 

167. Feeding Stuffs of Minor Importance. 

169. The 1918 Grain Crop. 

170. Fertilizing California Soils for the 1918 

Crop. 


No. 

172. Wheat Culture. 

173. The Construction of the Wood-Hoop 

Silo. 

174. Farm Drainage Methods. 

175. Progress Report on the Marketing and 

Distribution of Milk. 

178. The Packing of Apples in California. 

179. Factors of Importance in Producing 

Milk of Low Bacterial Count. 

181. Control of the California Ground 

Squirrel. 

182. Extending the Area of Irrigated Wheat 

in California for 1918. 

183. Infectious Abortion in Cows. 

184. A Flock of Sheep on the Farm. 

188. Lambing Sheds. 

189. Winter Forage Crops. 

190. Agriculture Clubs in California. 

193. A Study of Farm Labor in California. 

198. Syrup from Sweet Sorghum. 

199. Onion Growing in California. 

201. Helpful Hints to Hog Raisers. 

202. County Organizations for Rural Fire 

Control. 

203. Peat as a Manure Substitute. 

205. Blackleg. 

206. Jack Cheese. 

208. Summary of the Annual Reports of the 

Farm Advisors of California. 

209. The Function of the Farm Bureau. 

210. Suggestions to the Settler in California. 
212. Salvaging Rain-Damaged Prunes. 



LIBRARY OF CONGRESS 


CIRCULARS —Continue 



No. 

214. Seed Treatment for the Prevention of 

Cereal Smuts. 

215. Feeding Dairy Cows in California. 

217. Methods for Marketing Vegetables in 

California. 

218. Advanced Registry Testing of Dairy 

Cows. 

219. The Present Status of Alkali. 

223. The Pear Thrips. 

224. Control of the Brown Apricot Scale 

and the Italian Pear Scale on Decid¬ 
uous Fruit Trees. 

225. Propagation of Vines. 

227. Plant Diseases and Pest Control. 

228. Vineyard Irrigation in Arid Climates. 
230. Testing Milk, Cream, and Skim Milk 

for Butterfat. 

232. Harvesting and Handling California 

Cherries for Eastern Shipment. 

233. Artificial Incubation. 

234. Winter Injury to Young Walnut Trees 

during 1921-22. 

235. Soil Analysis and Soil and Plant Inter¬ 

relations. 

236. The Common Hawks and Owls of Cali¬ 

fornia from the Standpoint of the 
Rancher. 

237. Directions for the Tanning and Dress¬ 

ing of Furs. 


No. 

238. 

239. 

240. 

241. 

242. 

244. 

245. 

246. 

247. 

248. 

249. 

250. 

251. 


252. 

253. 

254. 

255. 


0 002 782 748 2 • 

The Apricot in oauiarma. 

Harvesting and Handling Apricots and 
Plums for Eastern Shipment. 

Harvesting and Handling Pears for 
Eastern Shipment. 

Harvesting and Handling Peaches for 
Eastern Shipment. 

Poultry Feeding. 

Central Wire Bracing for Fruit Trees. 

Vine Pruning Systems. 

Desirable Qualities of California Bar¬ 
ley for Export. 

Colonization and Rural Development. 

Some Common Errors in Vine Pruning 
and Their Remedies. 

Replacing Missing Vines. 

Measurement of Irrigation Water on 
the Farm. 

Recommendations Concerning the Com¬ 
mon Diseases and Parasites of 
Poultry in California. 

Supports for Vines. 

Vineyard Plans. 

The Use of Artificial Light to Increase 
Winter Egg Production. 

Leguminous Plants as Organic Fertil¬ 
izer in California Agriculture. 














